Belief, Knowledge, and Science Education

By Sherry A. Southerland, Gale M. Sinatra, M. R. Matthews. 2001

200 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, History and Philosophy of Science

View Paper: https://www.semanticscholar.org/paper/91a080142f6b57e18ed1f189fd5e355e8aaaff8c

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In Developmental and Educational Psychology

In Education

In History and Philosophy of Science

Citations in the corpus

Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “, 2001), beliefs are often conceived as a form of personal and emotion-laden knowledge (Southerland et al., 2001).”
Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, background): “…effect on learning (Crawley and Koballa 1994; Simpson et al. 1994; Stone and Glascott 1997; Kupermintz 1997; Watts and Alsop 1997; Laforgia 1988; André et al. 1999; Francis and Greer 1999; Thompson and Mintzes 1999; Alsop and Watts 2000; Southerland et al. 2000; Abell 2005; Waters-Adams 2006).”
Current Themes and Future Directions in Epistemological Research: A Commentary (2001, background): “naïve beliefs rather than promote critical thinking that supports conceptual change (Southerland et al., 2001).”
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Which are appropriate goals, especially in a democratic society (c.f., Alters and Nelson 2002; Cooper 2001; Southerland et al. 2001)? (For a detailed analysis of the meanings of these terms, see Smith and Siegel 2004 and accompanying comments).”
The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, background): “Scientific Epistemological Views (SEVs) for science teaching and learning (Lederman 1992; Songer and Linn 1991; Southerland et al. 2001; Tsai 1998, 2007; Windschitl and Andre 1998).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “Some argue that beliefs reflect a subset of knowledge, whereas others suggest that beliefs and knowledge reflect separate but overlapping constructs (Alexander & Dochy, 1995; Murphy et al., 2012; Murphy & Mason, 2006; Southerland et al., 2001).”
Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers (2009, background): “Although it is well recognized that knowledge and belief underlie many fundamental issues in science education (Jones & Carter, 2007; Southerland et al., 2001), there”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “Only then can they consider how and why something came into existence (see also Abrams, Southerland, & Cummins, 2001; Southerland et al., 2001).”