Personal Epistemology Research: Implications for Learning and Teaching

By B. Hofer. 2001

868 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5a908f7814e101aa48652737469cbdaf67dd150c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Cross-Cultural Epistemological Orientations to Socioscientific Issues. (2013, background): “Since research on the personal epistemology of the nature of knowledge (Hofer, 2001; Hofer & Pintrich, 2002) suggests that exploring how students characterize the nature of knowledge and knowing can inform educators on factors that impede or facilitate the development of reasoning and thinking, it i”
An Integrative Approach to Personal Epistemology: A Guiding Model (2004, background): “Hofer (2004) provides a conception of “epistemological theories” that are multidimensional with “integration among an individual’s perspectives, which is more than a collection of independent beliefs” (p. 45; see also Hofer 2000, 2001; Hofer & Pintrich, 1997).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, methodology): “Increasingly, epistemic cognition is the term used in the current literature, as an umbrella term similar to personal epistemology (Hofer, 2001; Hofer & Pintrich, 2002).”
Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens (2002, background): “Both of these dimensions have implications for students’ self-regulated learning, particularly the kinds of learning strategies they employ (Hofer, 2001).”
Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. (2010, background): “What can teachers do to develop their students’ beliefs about scientific knowledge and knowing? Suggestions about what instructional techniques to employ are relatively sparse, mostly because researchers have little empirical evidence about how students acquire beliefs and how they change their beli”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “Epistemic belief is defined as one’s own conception about the nature, structure, and certainty of knowledge and justification for knowing with regard to knowledge acquisition (see Hofer, 2001 Hofer & Pintrich, 1997; King & Kitchener, 1994).”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “Educational researchers and psychologists have gradually reached a conclusion that students’ conceptions or beliefs of learning have produced a profound impact on the learning process, and thus learning outcomes (Hofer, 2001; Hofer & Pintrich, 1997; Schommer, 1998; Sinatra, 2001).”
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, positive): “Previous research indicated important relationships between these contrasting type of beliefs and self-reported and behavioural measures of student learning and learning outcomes (Hofer 2001; Stump et al. 2014, Zhu et al. 2008).”
Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, background): “could capture some of the implicit, unconsciously held, and context dependent aspects of personal epistemological beliefs (Driver et al., 1996; Hofer, 2001; Hofer & Pintrich, 1997; Leach et al., 2000; Pintrich, 1999).”
Epistemological beliefs across cultures: critique and analysis of beliefs structure studies (2004, result): “This corresponds to the dimensions omniscient authority and quick learning proposed by Schommer (1990) and those extracted in Lin’s (2001) study of Taiwan elementary students.”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Similarly, a classroom community “should treat all questions asked and answers offered as grist for further inquiry, even when someone claims, perhaps justifiably, to ‘know the answer’“ (Splitter & Sharp, 1996, p. 300).”
Help Seeking and Help Design in Interactive Learning Environments (2003, background): “There is also evidence that epistemological beliefs influence how students access information on the Internet and how they evaluate what they find (Hofer, 2001; Wallace et al., 2000).”