On the Substance of a Sophisticated Epistemology.

By Andrew Elby, David M. Hammer. 2001

381 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ef9d1be924681cddbed67ce92882dda96f1bad60

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Beliefs may also vary by topic within a single discipline (Elby & Hammer, 2001 ).”
Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices (2005, background): “The seminal and subsequent studies (Belenky et al., 1986; Elby & Hammer, 2001; Kuhn & Weinstock, 2002) suggest two major aspects of epistemologies: ontological aspect (certainty/diversity of truth) and relational aspect (relationship between the knower and the known).”
Knowledge and Epistemological Beliefs: An Intimate but Complicate Relationship (2008, result): “... “few researchers would likely claim that context does not play a role in both shaping and eliciting students” epistemic beliefs, and we have increasing evidence to support this.” Problems to replicate findings and limitations in the attempt to generalize results over different contexts resulted ”
Help Seeking and Help Design in Interactive Learning Environments (2003, background): “Further, it is widely believed that a more sophisticated belief system has positive effects on learning processes (for a critique of this view, see Elby & Hammer, 2001).”
Engineering Students' Epistemological Views on Mathematical Methods in Engineering (2015, methodology): “Recently, Elby, Hammer, and colleagues (Elby, 2010; Elby & Hammer, 2001, 2010; Gupta & Elby, 2011; Hammer & Elby, 2003; Louca, Elby, Hammer, & Kagey, 2004) have questioned even this notion.”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “…more likely to rely on textbooks and standardised curriculum, use conventional text, minimise field experiences, and limit the role of hypothesis testing and thought experiments (Bell & Linn, 2002; Elby & Hammer, 2001; Hogan, 2000; Neber & Schommer-Aikins, 2002; Reiner & Gilbert, 2000; Tsai, 2001).”