Year: 2005
Type: article
Abstract: We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student’s difficulties were epistemological in nature. Our primary goals are to show instructors and curriculum developers that a student’s personal epistemological stance—her ideas about knowledge and learning—can have a direct, causal influence on her learning of physics, and to describe a mechanism for this interaction. This influence exists even when research-based curriculum materials provide implicit epistemological support. For this reason, curriculum materials and teaching techniques could become more effective by explicitly attending to students’ epistemologies.
Source: American Journal of Physics
DOI: 10.1119/1.1848115
Authors: Laura Lising, Andrew Elby
Institution: University of Maryland, College Park
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2090477416