College Physics Students' Epistemological Self-Reflection and Its Relationship to Conceptual Learning.

By D. May, Eugenia Etkina. 2002

177 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/591a93b7a3fa441638f135ed98e8593f3f6918e6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Students have attitudes, beliefs, and expectations about learning that can influence their behavior and performance in courses (Halloun, 1997; Hammer, 1994, 1995; May and Etkina, 2002; Perkins et al., 2005).”
Student Perceptions of Learning in the Laboratory: Comparison of Industrially Situated Virtual Laboratories to Capstone Physical Laboratories (2011, background): “Studies in physics have shown that students with more expert-like epistemological beliefs are more likely to show conceptual advancement (Chu, Treagust, & Chandrasegaran, 2008; Lising & Elby, 2005; May & Etkina, 2002; Sahin, 2010).”
Synthesis of Discipline-Based Education Research in Physics. (2014, background): “What attitudes, beliefs, and expectations do students have about learning physics? How do students’ attitudes and beliefs change as a result of physics instruction? What instructional strategies are effective for promoting productive attitudes and beliefs? There exists research on students’ beliefs ”
Lessons from the Physics Education Reform Effort (2001, background): “It would seem that understanding of science might be improved by: (a) students' apprenticeship research experiences [61,62]; (b) epistemologically oriented teachers, materials, and class activities [48,49, 63 ,64,65]; (c) enrollment in courses featuring interactive engagement among students and disc”
Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies (2010, background): “…the nature of knowledge, knowing, and learning affects how they reason and learn (Hammer, 1994; Hofer & Pintrich, 1997; Hogan, 1999; May & Etkina, 2002; Sandoval, 2005; Schommer, 1993; Schommer, Crouse, & Rhodes, 1992).1 Readers of this volume will not find it controversial to…”
Structures for Facilitating Student Reflection (2009, background): “…Metacognitive Reflection (Bransford, Brown, and Cocking 2000; Donovan, Bransford, and Pellegrino 1999; Felton, Gilchrist, and Darby 2006; May and Etkina 2002; Zimmerman 2002), “Self-Authorship” Reflection (Baxter Magolda 2001; Kegan 1994), and Transformative (Hatcher, Bringle, and Muthiah 2004;…”