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Developmental dimensions of personal...

Lewis, Karin Ann.

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Developmental dimensions of personal epistemology: Undergraduate reflections on academic life.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developmental dimensions of personal epistemology: Undergraduate reflections on academic life./
作者:	Lewis, Karin Ann.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
標題:	Epistemology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3451433
ISBN:	9781124567105

Developmental dimensions of personal epistemology: Undergraduate reflections on academic life.
Lewis, Karin Ann.

Developmental dimensions of personal epistemology: Undergraduate reflections on academic life. - 216 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--University of Kentucky, 2010.

An individual's theories and beliefs about knowledge and knowing, or personal epistemology, is related to learning and academic strategy selection in complex ways. These beliefs are both generalized and differentiated by discipline (e.g., math, science, humanities) and influence the way in which instructional practices are interpreted by students epistemologically. The purpose of this study was to explore students' perceptions of academic experiences as interpreted through the lenses of their epistemological assumptions during their transition to a new academic culture.

ISBN: 9781124567105Subjects--Topical Terms:

896969
Epistemology.

Developmental dimensions of personal epistemology: Undergraduate reflections on academic life.
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245 1 0 $a Developmental dimensions of personal epistemology: Undergraduate reflections on academic life.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Kentucky, 2010.
520 $a An individual's theories and beliefs about knowledge and knowing, or personal epistemology, is related to learning and academic strategy selection in complex ways. These beliefs are both generalized and differentiated by discipline (e.g., math, science, humanities) and influence the way in which instructional practices are interpreted by students epistemologically. The purpose of this study was to explore students' perceptions of academic experiences as interpreted through the lenses of their epistemological assumptions during their transition to a new academic culture.
520 $a Using a qualitative approach, methods included in-depth interviews, document analysis of instructional artifacts and observation field notes. The study revealed levels of sophistication of students' epistemological beliefs, as well as learning strategy selection for academic success across domains. Additionally, in the context of the transition to college academic life close examination of student reflections offered perspectives on the mechanisms that prompt development within dimensions of personal epistemology.
520 $a KEYWORDS: personal epistemology; cognition; development; undergraduate; learning. 1
590 $a School code: 0102.
650 4 $a Epistemology. $3 896969
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
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