The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Epistemological Resources: Applying a New Epistemological Framework to Science Instruction
Abstract
Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive resources whose activation depends sensitively on context. In this article, we compare these different frameworks, focusing on their instructional implications by using them to analyze a third-grade teacher's epistemologically motivated intervention and its effect on her students. We argue that the resources framework has more predictive and explanatory power than stage- and beliefs-based frameworks do.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187
Children and adults as intuitive scientists.
Kuhn, D. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.674 · Cited by 774
Cited by
Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
Hofer, B. K. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3901_5 · Cited by 573
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
Barzilai, S., & Zohar, A. (2014) · Educational Psychologist · doi:10.1080/00461520.2013.863265 · Cited by 169
PIMENTEL, D. S., & McNEILL, K. L. (2013) · Science Education · doi:10.1002/sce.21061 · Cited by 162
Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00471-8 · Cited by 12
Metadata
- Authors
- Louca, L., Elby, A., Hammer, D., & Kagey, T.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2004-01-01
- Volume
- 39
- Issue
- 1
- Pages
- 57-68
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2002566374
- Cited by
- 285
- References
- 2
- FWCI
- 13.98
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
