NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1136017
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-7252
EISSN: N/A
Epistemology in Education: Epistemological Development Trajectory
Labbas, Rachida
Journal of International Education and Leadership, v3 n2 Sum 2013
Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000). Research on beliefs about knowledge has become an important field of inquiry in educational research (Hofer & Pintrich, 1997). This field of research has emerged as a way of investigating students' epistemological beliefs (Perry, 1970). Perry (1970) was the first scholar to conduct empirical research with college students to investigate their intellectual development. Since then, research on personal epistemology has been extended to be now divided into three broad categories: developmental perspective (Perry, 1970; Belenky et. al, 1986; Baxter Magolda, 1992; King & Kitchener, 1994; Kuhn, 1995), personal epistemology (Shommer-Aikins, 2002), and alternative concepts of personal epistemology (Hofer & Pintrich, 1997; Hammer & Elby, 2002). The aim of reviewing the three categories is to have a deep understanding of the construct of personal epistemology, how it has been investigated, and how the models overlap. There will be also a review of the implications of epistemology in learning and teaching.
Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A