Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry

By William A. Sandoval. 2005

781 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98c11112c73675049a443bdc9e45141ead29cc9f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Moving from structured to open inquiry: Challenges and limits (2012, background): “However, research into the development of inquiry-based skills remained focused on concepts of evidence and linear inquiry planning, beginning with one question and ending with a conclusion (e.g. Sandoval, 2005; Roberts & Gott, 1999; Tamir, Stavy, & Ratner 1998).”
Understanding and Promoting Thinking About Knowledge (2016, background): “On the other hand, many authors from a disciplinary education background have argued that epistemic cognition should be studied in authentic practice contexts, such as when students conduct experiments or construct models (Elby & Hammer, 2010; Kelly, 2016; Sandoval, 2005).”
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “Finally, Sandoval (2005) made a strong case for differentiating between students' practical epistemology, the ideas they have about their own knowledge production, and their formal epistemologies, their ideas about scientific knowledge and its production by experts.”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “…classrooms, students must adopt effective epistemic beliefs, such as viewing texts as constructed and thus requiring critical examination of the arguments in that text (Bråten, Anmarkrud, Brandmo, & Strømsø, 2014; Greene, Azevedo, & Torney-Purta, 2008; Mason & Scirica, 2006; Sandoval, 2005).”
Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning (2018, methodology): “IDENTIFYING ESSENTIAL EPISTEMIC HEURISTICS 171 nature of students’ work (e.g., Sandoval, 2005, 2014).”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “…understanding (Ryu & Sandoval, 2012), judgments of the epistemic status of sources of justification (Sandoval & Çam, 2011), and use of evidence (Sandoval, 2005), much research is still needed to understand how personal epistemology develops alongside SRL and emotion regulation in the context…”
Handbook of Epistemic Cognition (2016, background): “Individuals’ beliefs about knowledge and how it is constructed are likely to influence their engagement with knowledge (Sandoval, 2005).”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “…that the development of epistemological understanding is critical to young people’s academic progress in science (Leach et al., 1997; Metz, 2004; Sandoval, 2005), to their academic progress more broadly (Buehl & Alexander, 2005; Mason & Boscolo, 2004; Mason & Scirica, 2006), and to their…”
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, background): “There is also a related set of research studies that concern themes implicit in NOS, such as epistemological reasoning (e.g. Sandoval, 2005) and epistemological enactment through inquiry (e.g. Duschl & Grandy, 2012; Ford, 2008).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “…2004; Schommer, Crouse, & Rhodes, 1992), history, (Maggioni, VanSledright, & Alexander, 2009), science (Barzilai & Weinstock, 2015; Hammer, 1994; Sandoval, 2005), public understanding of science (Greene, Yu, & Copeland, 2014), Internet searching (Kammerer, Amann, & Gerjets, 2015), and…”
Direct instruction vs. discovery: The long view (2007, background): “…experimental psychologist’s focus on efficiency of instruction departs significantly from the perspectives of those in the field of science education concerned with the teaching of science process skills (Duschl & Grandy, 2005; Metz, 2004; Reiser, 2004; Sandoval, 2005: White & Frederiksen, 2005).”
Framing for scientific argumentation (2012, background): “This relationship between epistemological and social expectations builds on prior theoretical work that posits that the students’ epistemological understandings of their class discussions influences how they interact in those discussions (Duschl & Osborne, 2002; Hammer, 1997; Lidar, Lundqvist, & Ost”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, background): “Sandoval (2005) discussed “two camps,” one focused on what students say when they are explicitly considering the nature of knowledge (“formal epistemologies”) and the other focused on how students engage in epistemic activity (“practical epistemologies”).”
The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science (2016, background): “Through scientific sense-making, students practice and express beliefs, moving along a trajectory of epistemological development towards sophisticated views of professional science, thereby positioning students to engage in increasingly more complex science learning (Sandoval, 2005).”
Learning Science in Informal Environments: People, Places, and Pursuits (2009, background): “I am suggesting that lay citizens need to understand science, its power and limits, not because that is good for science , but because it is crucial to democracy (Sandoval, 2005, p. 637-638).”
What Needs to Develop in the Development of Inquiry Skills? (2008, background): “To achieve this epistemological understanding, we follow Sandoval (2005) in believing that such understanding is best fostered in a context of inquiry activities that students themselves conduct.”