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ERIC Number: EJ833201
Record Type: Journal
Publication Date: 2009-Apr
Pages: 4
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0098-6283
Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material
Adler, Jonathan M.; Matthews, Elizabeth A.
Teaching of Psychology, v36 n2 p122-125 Apr 2009
Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general themes, and application of the course content to other courses, mass media information, and their sense of self. (Contains 2 notes, 1 figure and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A