Search results for: Epistemology
Page 3/5 41 items
Is Action Research a Contradiction in Terms? Do Communities of Practice Mean the End of Educational Research as We Know It? Some Remarks Based on One Recent Example of Religious Education Research
The author considers the claim that the nature and merits of both action research and communities of practice are contested. The author describes three strands of argument. Firstly, action research is not necessarily a contradiction in terms. Secondly, communities of practice are not necessarily the end of educational research as a discipline in its own right. Thirdly, however, Hammersley’s critique raises important issues about professional knowledge development, inviting interaction between propositional and workplace knowledge.
Updated: Jul. 17, 2013
Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers
The goal of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy.
Updated: Jan. 28, 2013
The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
In this article, the author shows how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, the author presents some experimental data concerning a case study of one teacher.
Updated: Oct. 17, 2012
The purpose of this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. The authors' intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations.
Updated: May. 23, 2012
The main purpose of the present study was to investigate the relationships between moral reasoning and epistemological beliefs in the context of educational research. The sample consisted of 96 elementary student teachers in Turkey. The findings of this study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning. The results also showed that while student teachers develop more sophisticated beliefs in some epistemological dimensions, they develop less sophisticated beliefs in other epistemological dimensions.
Updated: Mar. 06, 2012
Teachers need to examine their own epistemology in relation to the racial/ethnic background of the children they teach. Hence, this action research study which investigates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves.
Updated: Dec. 27, 2011
Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender
The current study explored students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Eight grade Turkish elementary school students participated in the study. The analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study room.
Updated: May. 19, 2011
How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
This study focused on the epistemology of teachers’ practical knowledge. The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.
Updated: Apr. 14, 2011
Initial Epistemological Beliefs Transformation in One Teacher Education Classroom: Case Study of Four Preservice Teachers
Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. This study examined the beliefs of four preservice teachers in an introduction methods course. The results showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.
Updated: Nov. 29, 2010
(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects
This article examines epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research.
Updated: May. 09, 2010