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Original Articles

Epistemological Beliefs in Introductory Physics

Pages 151-183 | Published online: 14 Dec 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (65)

Shulamit Kapon & Maayan Schvartzer. (2023) Guided Inquiry into a Physics Equation. Cognition and Instruction 0:0, pages 1-48.
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Oktay Kızkapan & Oktay Bektaş. (2021) Enhancing seventh-grade students’ academic achievement through epistemologically enriched argumentation instruction. International Journal of Science Education 43:10, pages 1600-1617.
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Kübra Özmen & Ömer Faruk Özdemir. (2019) Conceptualisation and development of the physics related personal epistemology questionnaire (PPEQ). International Journal of Science Education 41:9, pages 1207-1227.
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Jie Chao, David F. Feldon & James P. Cohoon. (2018) Dynamic Mental Model Construction: A Knowledge in Pieces-Based Explanation for Computing Students’ Erratic Performance on Recursion. Journal of the Learning Sciences 27:3, pages 431-473.
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Muhammet Mustafa Alpaslan. (2017) The relationship between personal epistemology and self-regulation among Turkish elementary school students. The Journal of Educational Research 110:4, pages 405-414.
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Nicos Papadouris & Constantinos P. Constantinou. (2017) Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning. International Journal of Science Education 39:6, pages 663-682.
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Ying Cao & Barbara M. Brizuela. (2015) A Chinese young adult non-scientist's epistemologies and her understandings of the concept of speed. International Journal of Mathematical Education in Science and Technology 46:6, pages 895-915.
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Richard Brock. (2015) Intuition and insight: two concepts that illuminate the tacit in science education. Studies in Science Education 51:2, pages 127-167.
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Brian Dorn & Allison Elliott Tew. (2015) Empirical validation and application of the computing attitudes survey. Computer Science Education 25:1, pages 1-36.
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Ayla Çetin-Dindar, Zübeyde Demet Kırbulut & Yezdan Boz. (2014) Modelling between epistemological beliefs and constructivist learning environment. European Journal of Teacher Education 37:4, pages 479-496.
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Helen Georgiou, Karl Maton & Manjula Sharma. (2014) Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work. Canadian Journal of Science, Mathematics and Technology Education 14:3, pages 252-268.
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Krista R. Muis & Bogusia Gierus. (2014) Beliefs About Knowledge, Knowing, and Learning: Differences Across Knowledge Types in Physics. The Journal of Experimental Education 82:3, pages 408-430.
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Erin Peters-Burton & Liz R. Baynard. (2013) Network Analysis of Beliefs About the Scientific Enterprise: A comparison of scientists, middle school science teachers and eighth-grade science students. International Journal of Science Education 35:16, pages 2801-2837.
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Morteza Dehghani, Megan Bang, Douglas Medin, Ananda Marin, Erin Leddon & Sandra Waxman. (2013) Epistemologies in the Text of Children's Books: Native- and non-Native-authored books. International Journal of Science Education 35:13, pages 2133-2151.
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Guo-Li Chiou, Min-Hsien Lee & Chin-Chung Tsai. (2013) High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education 31:1, pages 1-15.
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David Grecic & Dave Collins. (2013) The Epistemological Chain: Practical Applications in Sports. Quest 65:2, pages 151-168.
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Jennifer Lynne Eastwood, Troy D. Sadler, Dana L. Zeidler, Anna Lewis, Leila Amiri & Scott Applebaum. (2012) Contextualizing Nature of Science Instruction in Socioscientific Issues. International Journal of Science Education 34:15, pages 2289-2315.
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Alison Jolley, Erin Lane, Ben Kennedy & Tom-Pierre Frappé-Sénéclauze. (2012) SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science. Journal of Geoscience Education 60:1, pages 83-91.
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Mirko Marušić & Josip Sliško. (2012) Influence of Three Different Methods of Teaching Physics on the Gain in Students' Development of Reasoning. International Journal of Science Education 34:2, pages 301-326.
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Ayush Gupta & Andrew Elby. (2011) Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making. International Journal of Science Education 33:18, pages 2463-2488.
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Feral Ogan-Bekiroglu & Gulsen Sengul-Turgut. (2011) Students’ general and physics epistemological beliefs: a twofold phenomenon. Research in Science & Technological Education 29:3, pages 291-314.
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JaniceD. Gobert, Laura O’Dwyer, Paul Horwitz, BarbaraC. Buckley, Sharona Tal Levy & Uri Wilensky. (2011) Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry. International Journal of Science Education 33:5, pages 653-684.
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AndrewF. Heckler. (2010) Some Consequences of Prompting Novice Physics Students to Construct Force Diagrams. International Journal of Science Education 32:14, pages 1829-1851.
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Ayush Gupta, David Hammer & EdwardF. Redish. (2010) The Case for Dynamic Models of Learners' Ontologies in Physics. Journal of the Learning Sciences 19:3, pages 285-321.
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PatrickH. M. Sins, ElwinR. Savelsbergh, WouterR. van Joolingen & BernadetteH. A. M. van Hout‐Wolters. (2009) The Relation between Students’ Epistemological Understanding of Computer Models and their Cognitive Processing on a Modelling Task. International Journal of Science Education 31:9, pages 1205-1229.
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RachelE. Scherr & David Hammer. (2009) Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics. Cognition and Instruction 27:2, pages 147-174.
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Andrew Elby. (2009) Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005) . Journal of the Learning Sciences 18:1, pages 138-149.
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Fang‐Ying Yang, Chun‐Yuan Chang & Ying‐Shou Hsu. (2008) Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan. Educational Studies 34:5, pages 527-542.
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Julie A. Monet & Eugenia Etkina. (2008) Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers. Journal of Science Teacher Education 19:5, pages 455-475.
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Shiang‐Yao Liu & Chin‐Chung Tsai. (2008) Differences in the Scientific Epistemological Views of Undergraduate Students. International Journal of Science Education 30:8, pages 1055-1073.
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P. Karen Murphy. (2007) The Eye of the Beholder: The Interplay of Social and Cognitive Components in Change. Educational Psychologist 42:1, pages 41-53.
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Seth Rosenberg, David Hammer & Jessica Phelan. (2006) Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle. Journal of the Learning Sciences 15:2, pages 261-292.
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Jan van Aalst. (2005) ‘Critical details’ and physics teaching. Canadian Journal of Science, Mathematics and Technology Education 5:3, pages 417-422.
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Mariko Suzuki. (2005) Social Metaphorical Mapping of the Concept of Force “CHI‐KA‐RA” in Japanese. International Journal of Science Education 27:15, pages 1773-1804.
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Delia Marshall & Cedric Linder. (2005) Students’ Expectations of Teaching in Undergraduate Physics. International Journal of Science Education 27:10, pages 1255-1268.
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Loucas Louca, Andrew Elby, David Hammer & Trisha Kagey. (2004) Epistemological Resources: Applying a New Epistemological Framework to Science Instruction. Educational Psychologist 39:1, pages 57-68.
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Elizabeth A. Davis. (2003) Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts. Journal of the Learning Sciences 12:1, pages 91-142.
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David Hammer & Andrew Elby. (2003) Tapping Epistemological Resources for Learning Physics. Journal of the Learning Sciences 12:1, pages 53-90.
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William A. Sandoval. (2003) Conceptual and Epistemic Aspects of Students' Scientific Explanations. Journal of the Learning Sciences 12:1, pages 5-51.
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John J. Clement & Melvin S. Steinberg. (2002) Step-Wise Evolution of Mental Models of Electric C ircuits: A "Learning-Aloud" Case Study. Journal of the Learning Sciences 11:4, pages 389-452.
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Juan Miguel Campanario. (2002) The parallelism between scientists' and students' resistance to new scientific ideas. International Journal of Science Education 24:10, pages 1095-1110.
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Hitendra Pillay. (2002) Understanding Learner-centredness: Does it consider the diverse needs of individuals?. Studies in Continuing Education 24:1, pages 93-102.
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Carol L. Smith, Deborah Maclin, Carolyn Houghton & M. Gertrude Hennessey. (2000) Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development. Cognition and Instruction 18:3, pages 349-422.
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Jodi Patrick Holschuh. (2000) Do as I Say, Not as I Do: High, Average, and Low-Performing Students' Strategy Use in Biology. Journal of College Reading and Learning 31:1, pages 94-108.
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MarshaC. Lovett & JoelB. Greenhouse. (2000) Applying Cognitive Theory to Statistics Instruction. The American Statistician 54:3, pages 196-206.
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Hitendra Pillay & Gillian Boulton-Lewis. (2000) Variations in Conceptions of Learning in Construction Technology: Implications for learning. Journal of Education and Work 13:2, pages 163-181.
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Gaoyin Qian, Donna E. Alvermann. (2000) RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS AND CONCEPTUAL CHANGE LEARNING. Reading & Writing Quarterly 16:1, pages 59-74.
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Cynthia Hynd, Jodi Holschuh, Sherrie Nist. (2000) LEARNING COMPLEX SCIENTIFIC INFORMATION: MOTIVATION THEORY AND ITS RELATION TO STUDENT PERCEPTIONS. Reading & Writing Quarterly 16:1, pages 23-57.
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James M. Monaghan & John Clement. (1999) Use of a computer simulation to develop mental simulations for understanding relative motion concepts. International Journal of Science Education 21:9, pages 921-944.
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M. H. Tinker, R.J.A. Lambourne & S.A. Windsor. (1999) The Flexible Learning Approach to Physics (FLAP): a review after the first two years. International Journal of Science Education 21:2, pages 213-230.
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Randy Yerrick. (1998) Reconstructing Classroom Facts: Transforming Lower Track Science Classrooms. Journal of Science Teacher Education 9:4, pages 241-270.
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Hitendra Pillay, Joanne Brownlee & Andrea McCrindle. (1998) The Influence of Individuals’ Beliefs about Learning and Nature of Knowledge on Educating a Competent Workforce. Journal of Education and Work 11:3, pages 239-254.
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Barbara Y. White & John R. Frederiksen. (1998) Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction 16:1, pages 3-118.
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David Hammer. (1997) Discovery Learning and Discovery Teaching. Cognition and Instruction 15:4, pages 485-529.
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Ileana Maria Greca & Marco Antonio Moreira. (1997) The kinds of mental representations‐‐models, propositions and images‐‐used by college physics students regarding the concept of field. International Journal of Science Education 19:6, pages 711-724.
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Wolff-Michael Roth & MichelleK. McGinn. (1997) Science in Schools and Everywhere Else: What Science Educators Should Know about Science and Technology Studies. Studies in Science Education 29:1, pages 1-43.
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Ton de Jong & Monica G.M. Ferguson-Hessler. (1996) Types and qualities of knowledge. Educational Psychologist 31:2, pages 105-113.
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David Hammer. (1995) Student Inquiry in a Physics Class Discussion. Cognition and Instruction 13:3, pages 401-430.
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