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ERIC Number: EJ941371
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0897-5264
Domain Specificity and Generality of Epistemic Cognitions: Issues in Assessment
Owen, Jesse J.
Journal of College Student Development, v52 n5 p622-630 Sep-Oct 2011
As administers in higher education search for learning outcome measures, the assessment of epistemic cognitions, or how students critically think and reason about real-world issues, is paramount. The current study examined if students' expertise in a domain of study (i.e., domain specificity) influenced their scores on an empirically supported measure of epistemic cognitions: the Reasoning About Current Issues Test (RCI). Results showed that the graduate students (n = 110) exhibited more domain-specific epistemic beliefs than undergraduate students (n = 34) as evidenced by graduate students' lower internal consistency scores and high mean scores on items in their field of study. These findings suggest that the RCI may be a useful measure for undergraduate students; however, it may be more limited as students gain more specific knowledge. (Contains 1 table and 1 figure.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A