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Hofer, Barbara K. – Educational Psychologist, 2017
Reflection on practice is a core principle for guiding improvement in professional work such as teaching and can be enhanced by reflection on epistemic cognition, the way we think about knowledge and knowing. Viewed as an intellectual virtue, a habit of mind, and a learnable skill, epistemic reflection can help teachers learn to critically…
Descriptors: Epistemology, Reflective Teaching, Educational Practices, Case Studies
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Sinatra, Gale M.; Kienhues, Dorothe; Hofer, Barbara K. – Educational Psychologist, 2014
Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about…
Descriptors: Social Attitudes, Scientific Attitudes, Abstract Reasoning, Attitude Change
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Hofer, Barbara K. – Educational Psychologist, 2005
Across multiple areas of educational psychology, Paul Pintrich's work was characterized by a (a) press for conceptual clarity, (b) focus on developing and refining measures, (c) conviction that researchers interested in learning and cognition should span K-12 and higher education, (d) attention to discipline and context specificity, and (e)…
Descriptors: Epistemology, Educational Psychology, Educational Research, Psychological Patterns
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Hofer, Barbara K. – Educational Psychologist, 2004
Personal epistemology has typically been conceptualized in one of two primary ways: as a cognitive developmental process or as a system of beliefs. The approach that is elaborated here is to conceive of epistemological understanding as a metacognitive process that activates epistemic theories, a multidimensional set of interrelated beliefs about…
Descriptors: Cognitive Processes, Online Searching, Epistemology, Metacognition