- Las Vegas, United States
Research Interests:
Research Interests:
Research Interests: Critical Theory, Cognitive Science, Developmental Psychology, Education, Development Studies, and 15 moreEducational Psychology, Educational Research, Learning and Teaching, Critical Thinking, Classroom environment, Culture, Education Policy, Epistemic Justification, Affect, Personal epistemology, Awareness, Goal Orientations, Cogntive Psychology, Meta Cognition, and Microsystem
Research Interests:
Research Interests:
Research Interests: Cognitive Science, Philosophy, Epistemology, Education, Development Studies, and 15 morePhilosophy of Education, Critical Pedagogy, Educational Psychology, Beliefs, Certainty and Knowledge Practices, Comparative Education, Elementary Education, Interviews, Correlation, Personal epistemology, Cross Cultural Psychology, Elementary School, Cross cultural studies, Domain Specificity, and Cognition and Instruction
Research Interests:
Research Interests:
We investigated the relationship between two kinds of problem solving using Kitchener's model of hierarchical cognitive processing. We predicted that performance on well-defined problems (i. e. those with a single, guaranteed solution)... more
We investigated the relationship between two kinds of problem solving using Kitchener's model of hierarchical cognitive processing. We predicted that performance on well-defined problems (i. e. those with a single, guaranteed solution) would be independent of ill-defined problems (i. e. those with multiple, non-guaranteed solutions). We also predicted that self-reported epistemic beliefs (i. e. assumptions about the nature and acquisition of knowledge) would be related to ill-defined, but not well-defined, solutions. Results confirmed these predictions. We concluded that well-defined and ill-defined problems require separate cognitive processes and that epistemic beliefs play an important role in ill-defined problem solving. These findings supported Kitchener's three-level model of problem solving.
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This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological... more
This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.
Research Interests: Psychology, Cognitive Psychology, Cognitive Science, Developmental Psychology, Philosophy, and 31 morePhilosophy of Mind, Epistemology, Teaching and Learning, Education, Development Studies, Teacher Education, Research Methodology, Philosophy of Education, Cognitive development, Critical Pedagogy, Educational Psychology, Educational Research, Teaching Thinking Skills, Philosophy of Psychology, Critical Thinking, Classroom environment, Child Development, Argumentation, Education Policy, Epistemic Justification, Brain and Cognitive Development, Beliefs, Argument Structure, Reflective Teaching, Personal epistemology, English as a Foreign Language (EFL), Cognitive processes, Empirical Study, Domain Specificity, Theoretical Framework, and English As a Second Language (ESL)
Two experiments investigated whether monitoring is better characterized as a domain-specific or a domain-general phenomenon. In Experiment 1, college students' performance and discrimination accuracy were not correlated across 8... more
Two experiments investigated whether monitoring is better characterized as a domain-specific or a domain-general phenomenon. In Experiment 1, college students' performance and discrimination accuracy were not correlated across 8 different domains, whereas confidence and judgment bias were. With tests matched on all salient dimensions except content, in Experiment 2, students' performance, confidence, discrimination, and bias were correlated across all or most domains. In addition, confidence was correlated even after the effect of performance was removed. These findings lend qualified support to the domain-general hypothesis, which states that monitoring within a specific domain is governed by general metacognitive processes in addition to domain-specific knowledge. Theoretical and educational implications are discussed, with particular attention given to the origin and development of the general monitoring skill.
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The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n= 10) and the United States (n= 10) to gain a more nuanced understanding of teachers' beliefs about knowledge and... more
The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n= 10) and the United States (n= 10) to gain a more nuanced understanding of teachers' beliefs about knowledge and knowing through a cross-cultural ...
Research Interests: Psychology, Cognitive Science, Philosophy, Epistemology, Education, and 26 moreDevelopment Studies, Teacher Education, Philosophy of Education, Qualitative methodology, Critical Pedagogy, Educational Psychology, Qualitative Research, Beliefs, Cross-cultural studies (Culture), Certainty and Knowledge Practices, Comparative Education, Elementary Education, Teacher Belief, Reflective Teaching, Interviews, Correlation, Personal epistemology, Primary Education, Cross Cultural Psychology, United States, English as a Foreign Language (EFL), Elementary School, Cross cultural studies, Domain Specificity, English As a Second Language (ESL), and Cognition and Instruction
... Neuman, & Biezuner, 2000; Teichert & Stacy, 2002; Tien, Roth, & Kampmeier, 2002; Webb, 1995), improvements in writing skills... more
... Neuman, & Biezuner, 2000; Teichert & Stacy, 2002; Tien, Roth, & Kampmeier, 2002; Webb, 1995), improvements in writing skills (Reznitskaya et al., 2001), better scientific reasoning (Goldman, Duschl, Ellenbogen, Williams, & Tzou, 2003; Nussbaum & Sinatra, 2003; Schwarz & ...
Research Interests:
Research Interests:
Our understanding of the cross-cultural aspects of personal epistemology is limited. In particular, cross-cultural comparisons of elementary school teachers’ and students’ personal epistemology have received very little theoretical or... more
Our understanding of the cross-cultural aspects of personal epistemology is limited. In particular, cross-cultural comparisons of elementary school teachers’ and students’ personal epistemology have received very little theoretical or empirical attention. The current chapter aims to examine German and U.S. elementary schools in terms of their philosophical and practical similarities and differences in personal epistemology. Both theoretical and empirical work will be reviewed to support a more holistic model of personal epistemology, the Educational Model of Personal Epistemology (Haerle, 2006). In light of this model, we discuss our expectations for differences and similarities in the epistemic climate of elementary classrooms in the U.S. and Germany. Drawing from this discussion, we suggest that researchers should approach cross-cultural research in personal epistemology from a more holistic standpoint, employ a diversity of methods, and obtain a solid understanding of the educational context under study. Regarding educational implications, we propose a possible fusion of the educational philosophies held in the U.S. and Germany concerning the implementation of teacher training and classroom education. Finally, we recommend that fostering evaluativistic thinking (i.e., a way of knowing that focuses on the evaluation and decision-making among differing viewpoints) should be a main goal for education starting at the elementary level to ensure students’ future roles as productive citizens in Western societies and stress the role of the teacher in this endeavor.
Research Interests: Critical Theory, Sociology, Cognitive Psychology, Cognitive Science, Developmental Psychology, and 89 moreGerman Studies, Anthropology, Philosophy, Communication, Teaching and Learning, Multiculturalism, Education, Development Studies, Theology, Organizational Change, Bioethics, Globalization, Teacher Education, Usability, Decision Making, Research Ethics, Philosophy of Education, Accessibility, Democratic Theory, Critical Pedagogy, Educational Psychology, Educational Research, Learning and Teaching, Intercultural Management, Philosophy of Psychology, Creative Problem Solving, Critical Thinking, Child Development, Metadata, Intergroup Relations, Problem solving (Cognitive Psychology), Education Research Ethics, Applied Linguistics, Informed Consent, Cultural Identity, Education Policy, Epistemic Justification, Teacher Training, Media, Linguistics, Islam, Vygotsky, Semantic Web, Acculturation, HCI, Cross-cultural studies (Culture), Classroom Interaction, Rural Schools, Intercultural Competence, Intercultural dialogue, Citizenship, Identity, Cross-Cultural Comparison, Change agents, Reflective Teaching, Reserach Methodology, Vygotskian approach to early childhood education, Psychology of Education, Personal epistemology, Cross Cultural Communication, Middle Management, Case Study, Cross Cultural Psychology, United States, English as a Foreign Language (EFL), Integration, Elementary School, Developmental Studies, Cross cultural studies, Lev Vygotsky, Readiness for Change, Cross Cultural Research, Intercultural training, Classroom Observation, Multicultural, Value Ethics, Democracy and Citizenship Education, Managing Change, Involvement, Vygotskyan, Personal Epistemology and Culture, English As a Second Language (ESL), School Transfer and Transition, Collaborative Group Work, Value Exchange, Change Implementation, Change Resistance, Coping With Change, and Change Factors
... Guiding Model Lisa D. Bendixen and Deanna C. Rule Department of Educational Psychology University of Nevada, Las Vegas This commentary brings together a collection of articles that addresses several of the important issues in research... more
... Guiding Model Lisa D. Bendixen and Deanna C. Rule Department of Educational Psychology University of Nevada, Las Vegas This commentary brings together a collection of articles that addresses several of the important issues in research on personal epistemology. ...