ERIC Number: EJ1177712
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Can the Study of Students' Epistemological Beliefs and Epistemic Match Help Us to Explore the Disciplinary Nature of Education Studies?
Educational Studies: Journal of the American Educational Studies Association, v54 n3 p319-334 2018
In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education studies and contributing to that debate. An empirical study utilizing measures of personal epistemological beliefs and epistemic match sought to establish whether students on an education studies degree course in the United Kingdom took an interdisciplinary or multidisciplinary approach to applying the disciplines of education studies to their assignments. The results show students apparently alternating between these two approaches and thus highlighting some of the potential of personal epistemological beliefs in exploring the nature of education studies and other similar courses.
Descriptors: Epistemology, Beliefs, Student Attitudes, Foundations of Education, Interdisciplinary Approach, Performance Based Assessment, Undergraduate Students, Likert Scales, Education Majors, Education Courses, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A