The role of educational context in beliefs about knowledge, information, and truth: an exploratory study
Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these bel...
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| Veröffentlicht in: | European journal of psychology of education 2018-10, Vol.33 (4), p.685-711 |
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| container_title | European journal of psychology of education |
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| creator | List, Alexandra Peterson, Emily Grossnickle Alexander, Patricia A. Loyens, Sofie M. M. |
| description | Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n = 240) and the Netherlands (n = 72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications. |
| doi_str_mv | 10.1007/s10212-017-0359-4 |
| format | Article |
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Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.</description><identifier>ISSN: 0256-2928</identifier><identifier>EISSN: 1878-5174</identifier><identifier>DOI: 10.1007/s10212-017-0359-4</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Beliefs ; Coding ; College students ; Course Content ; Cross Cultural Studies ; Cultural Differences ; Data ; Definitions ; Discussion (Teaching Technique) ; Education ; Educational Change ; Educational Environment ; Educational Experience ; Educational Psychology ; Educational Research ; Epistemology ; Ethics ; Foreign Countries ; Information Processing ; Instruction ; Internet ; Knowledge ; Knowledge Level ; Knowledge management ; Learning Experience ; Lecture Method ; Outcomes of Education ; Pedagogic Psychology ; Prior Learning ; Problem Based Learning ; Protocol Analysis ; Researchers ; Student Attitudes ; Students ; Teaching Methods ; Undergraduate Students</subject><ispartof>European journal of psychology of education, 2018-10, Vol.33 (4), p.685-711</ispartof><rights>2018 Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science + Business Media B.V., part of Springer nature</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media B.V., part of Springer Nature 2017. corrected publication December/2017</rights><rights>European Journal of Psychology of Education is a copyright of Springer, (2017). All Rights Reserved.</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media B.V., part of Springer Nature 2017. corrected publication December/2017.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c388t-cbf424cf4a2fc6339eeb230aada2c005ab25139a53eff535b98993f1bbc45e6f3</citedby><cites>FETCH-LOGICAL-c388t-cbf424cf4a2fc6339eeb230aada2c005ab25139a53eff535b98993f1bbc45e6f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/44951981$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/44951981$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,41488,42557,51319,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1190842$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>List, Alexandra</creatorcontrib><creatorcontrib>Peterson, Emily Grossnickle</creatorcontrib><creatorcontrib>Alexander, Patricia A.</creatorcontrib><creatorcontrib>Loyens, Sofie M. M.</creatorcontrib><title>The role of educational context in beliefs about knowledge, information, and truth: an exploratory study</title><title>European journal of psychology of education</title><addtitle>Eur J Psychol Educ</addtitle><description>Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n = 240) and the Netherlands (n = 72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. 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| ispartof | European journal of psychology of education, 2018-10, Vol.33 (4), p.685-711 |
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| subjects | Beliefs Coding College students Course Content Cross Cultural Studies Cultural Differences Data Definitions Discussion (Teaching Technique) Education Educational Change Educational Environment Educational Experience Educational Psychology Educational Research Epistemology Ethics Foreign Countries Information Processing Instruction Internet Knowledge Knowledge Level Knowledge management Learning Experience Lecture Method Outcomes of Education Pedagogic Psychology Prior Learning Problem Based Learning Protocol Analysis Researchers Student Attitudes Students Teaching Methods Undergraduate Students |
| title | The role of educational context in beliefs about knowledge, information, and truth: an exploratory study |
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