Changes in epistemological beliefs in elementary science students

By AnneMarie Conley, P. Pintrich, Ioanna Vekiri, Delena M. Harrison. 2004

535 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ffcb835031ede09830675540548982388394e1f3

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In Developmental and Educational Psychology

In Education

Citations in the corpus

High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, methodology): “The source and justification dimensions reflect beliefs about the nature of knowing science, while the certainty and development dimensions reflect beliefs about the nature of scientific knowledge (Conley et al., 2004).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, methodology): “Epistemic beliefs were assessed along the four core dimensions of the construct with a 26-item instrument created and used by Conley et al. (2004). All questionswereworded so that students focused specifically on the domain of science. The four core dimensions that were assessed are as follows: Sour”
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “Numerous studies in quantitative personal epistemology research have reported scores with low reliabilities and found evidence for only a small subset of their hypotheses, despite being well grounded in theory and the previous literature (eg, Conley, Pintrich, Vekiri, & Harrison, 2004 ; Hofer, 200”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, background): “When Buehl (2008) recently reviewed quantitative studies investigating the multidimensionality of students’ epistemic beliefs, she identified only four studies where justification for knowing beliefs had emerged as a distinct factor (Bråten et al. 2005; Conley et al. 2004; Hofer 2000; Karabenick and”
Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science (2010, methodology): “…examined in this study may greatly contribute to science education practice in higher education, as still many of such instruments were developed for elementary or secondary school students (e.g., Conley et al., 2004; Lee et al., 2008), not particularly for science students in higher education.”