Beliefs about schooled knowledge: Domain specific or domain general?

By Michelle Buehl, P. Alexander, P. Murphy. 2002

378 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c4d9d06288a4b0525c55bc8331615b66e74c4a85

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Epistemic metacognition in context: evaluating and learning online information (2010, background): “Epistemic beliefs, therefore, must be assessed not only by self-reported questionnaires ( Buehl et al. 2002; Hofer 2000; Schommer 1990), but also in more naturalistic and context sensitive ways to gain a more accurate picture of them.”
An Integrative Approach to Personal Epistemology: A Guiding Model (2004, background): “Students’ personal epistemologies play an influential role in the learning process (Buehl et al., 2002; Ryan, 1984; Schommer, 1994).”
Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática: Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics (2013, background): “These results are consistent with other research that indicated the existence of both domain general and domain specific beliefs within individuals (Buehl et al., 2002; Hofer, 2000). In the next set of analyses we delved into the nature of levels of specificity in relationship to students’ mathemati”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “This somewhat concurs with the findings revealed by Buehl et al. (2002) that students hold certain domain-specific views about the learning toward school knowledge, but some evidence of domain-generality about the nature of school knowledge also exists.”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Recent research and theorizing suggests that teachers’ epistemological beliefs are domain-specific, situated, and multi-dimensional (Buehl, Alexander, and Murphy 2002; Chinn, Buckland, and Samarapungavan 2011; Cobb 2002).”
Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis (2004, background): “Introduction Educators and psychologists have been interested in exploring learners’ conceptions of learning and epistemological beliefs about the nature of knowledge (Buehl et al. 2002, Duell and Schommer 2001, Hofer 2000).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “A number of researchers make distinctions between general world knowledge, domain knowledge, and topic-specific knowledge (Alexander et al., 1994; Buehl et al., 2002; Chiesi et al., 1979; Langer & Nicolich, 1981; K. S. McCarthy et al., 2018).”
Epistemic Metacognition in the Context of Information Searching on the Web (2008, background): “As pointed out by Hofer (2006) in response to Muis et al. (2006), individuals’ beliefs about knowledge and knowing can be identified as general epistemic beliefs (e.g., Schommer, 1990), a disciplinary perspective on beliefs (e.g., Buehl et al., 2002 ) and as discipline-specific beliefs, such as mat”