In this chapter the relationship between epistemic beliefs and intentional change of knowledge is focused on elementary and middle school students. Addressing learners in grades 1-8 appears to be relevant for two main reasons. First, their beliefs about academic knowledge – that is, knowledge regarding the disciplines they encountered at school - should be relatively recently formed, since they have several years experience in the educational context, so it is possible to document the influence of the first constructed representations about knowledge and knowing. Second, it can be documented how critical the role of epistemic beliefs is, given their early impact on the construction and re-construction of new knowledge by students who are required to learn disciplinary content through lectures and text study.
Beliefs about knowledge and revision of knowledge: On the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students
MASON, LUCIA
2010
Abstract
In this chapter the relationship between epistemic beliefs and intentional change of knowledge is focused on elementary and middle school students. Addressing learners in grades 1-8 appears to be relevant for two main reasons. First, their beliefs about academic knowledge – that is, knowledge regarding the disciplines they encountered at school - should be relatively recently formed, since they have several years experience in the educational context, so it is possible to document the influence of the first constructed representations about knowledge and knowing. Second, it can be documented how critical the role of epistemic beliefs is, given their early impact on the construction and re-construction of new knowledge by students who are required to learn disciplinary content through lectures and text study.
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