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ERIC Number: EJ905288
Record Type: Journal
Publication Date: 2010-Oct
Pages: 24
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-1387-1579
Consistency and Development of Teachers' Epistemological and Ontological World Views
Olafson, Lori; Schraw, Gregory; Vander Veldt, Michelle
Learning Environments Research, v13 n3 p243-266 Oct 2010
We examined epistemological and ontological world views using self-report surveys, brief written reflections, and an extended written action research project for a sample of 16 graduate students enrolled in an education class at a large university on the West coast of the USA. We made two predictions. We anticipated that the majority of students would hold consistent world views across the 13-week semester, and that individuals with inconsistent beliefs would move from a realist (i.e. teacher-centred) to contextualist (i.e. student-centred) world view. Results indicated that approximately 55% of the participants expressed consistent beliefs. In addition, participants who did not self-report consistent beliefs typically moved from a realist to a more contextualist world view by the end of the semester. We discuss the role of active reflection as a component of the learning environment that enhances the development of beliefs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A