Personal epistemology and spontaneous small groups

References

• Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13–35. https://doi.org/10.1080/00461520.2013.863265
   Web of Science ®Google Scholar
• Bligh, D. A. (1972). What’s the use of lectures? Penguin.
   Google Scholar
• Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Belief about schooled knowledge: Domain specific or domain general?. Contemporary Educational Psychology, 27(3), 415–449. https://doi.org/10.1006/ceps.2001.1103
   Web of Science ®Google Scholar
• Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. The British journal of educational psychology, 75(Pt 2), 203–221. https://doi.org/10.1348/000709904X22683
   PubMed Web of Science ®Google Scholar
• Chou, P.-N., & Chang, C.-C. (2018). Small or large? The effect of group size on engineering students’ learning satisfaction in project design courses. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), em1597. https://doi.org/10.29333/ejmste/93400
   Google Scholar
• Chou, P.-N., & Chen, W.-F. (2016). Epistemological beliefs of electrical engineering students: A case study. International Journal of Engineering Education, 32(5a), 1935–1941.
   Google Scholar
• Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
   Web of Science ®Google Scholar
• Colbeck, D. (2007). Understanding knowledge genesis by means of multivariate factor analysis of epistemological belief structures. In Information Research, 12(4). Proceedings of the Sixth International Conference on Conceptions of library and Information Science. http://informationr.net/ir/12-4/colis/colis16.html
   Google Scholar
• Curral, L. A., Forrester, R. H., Dawson, J. F., & West, M. A. (2001). It’s what you do and the way that you do it: Team task, team size, and innovation-related group processes. European Journal of Work and Organizational Psychology, 10(2), 187–204. https://doi.org/10.1080/13594320143000627
   Google Scholar
• De Corte, E. (2000). Marrying theory building and the improvement of school practice. Learning and Instruction, 10(3), 249–266. https://doi.org/10.1016/S0959-4752(99)00029-8
   Web of Science ®Google Scholar
• DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008). The challenge of measuring epistemic beliefs: An analysis of three self-report instruments. The Journal of Experimental Education, 76(3), 281–312. https://doi.org/10.3200/JEXE.76.3.281-314
   Web of Science ®Google Scholar
• Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teaching, 54(2), 244–248. https://doi.org/10.3200/CTCH.54.2.244-248
   Google Scholar
• Fan, J., & Zhang, L.-F. (2014). The role of learning environments in thinking styles. Educational Psychology, 34(2), 252–268. https://doi.org/10.1080/01443410.2013.817538
   Web of Science ®Google Scholar
• Gibbs, G. (1992). Improving the Quality of Student Learning. Technical Educational Services.
   Google Scholar
• Gilbert, M. (2004). Collective epistemology. Episteme, 1(2), 95–107. https://doi.org/10.3366/epi.2004.1.2.95
   Google Scholar
• Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
   Web of Science ®Google Scholar
• Good, T. L., & Brophy, J. (1995). Contemporary educational psychology. Longsman Publishers.
   Google Scholar
• Hmelo-Silver, C. E., Chinn, C. A., Chan, C., & O’Donnell, A. M. (2013). International handbook of collaborative learning. Routledge.
   Google Scholar
• Hofer, B. K., & Bendixen, L. D. (2012). Personal epistemology: Theory, research, and future directions. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1: Theories, constructs, and critical issues (pp. 227–256). American Psychological Association.
   Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
   Web of Science ®Google Scholar
• Isohatala, J., Jarvenoja, H., & Jarvela, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24.
   Web of Science ®Google Scholar
• Johnson, D., & Johnson, R. (1975). Learning together and alone. Prentice-Hall.
   Google Scholar
• Khine, M. S. (Ed.). (2008). Knowing, knowledge and beliefs: Epistemological studies across diverse cultures. Springer.
   Google Scholar
• Lackey, J. (Ed.). (2014). Essays in collective epistemology. University Press.
   Google Scholar
• Laughlin, P. R., Hatch, E. C., Silver, J. S., & Boh, L. (2006). Groups perform better than the best individuals on letters-to-numbers problems: Effects of group size. Journal of Personality and Social Psychology, 90(4), 644–651. https://doi.org/10.1037/0022-3514.90.4.644
   PubMed Web of Science ®Google Scholar
• Lou, Y., Abrami, P., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521. https://doi.org/10.3102/00346543071003449
   Web of Science ®Google Scholar
• Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423–458. https://doi.org/10.3102/00346543066004423
   Web of Science ®Google Scholar
• Lou, Y., Bernard, R., & Abrami, P. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141–176. https://doi.org/10.1007/s11423-006-8252-x
   Web of Science ®Google Scholar
• Malbrán, M. C., & Pérez, V. R. (2012). Creencias epistemológicas sobre la naturaleza del conocimiento: La entrevista en profundidad [Epistemological beliefs on the nature of knowledge: the interview in depth]. In Anuario del Instituto de Investigaciones en Ciencias de la Educación, (pp. 574–585). Universidad de Buenos Aires, Facultad de Filosofía y Letras. http://www.filo.uba.ar/contenidos/investigacion/institutos/Iice/ANUARIO_2011/textos/42.Malbran-Perez.pdf
   Google Scholar
• McCord, R. E. (2014). Thinking about thinking in study groups: Studying engineering students’ use of metacognition in naturalistic settings [Doctoral dissertation]. Virginia Polytechnic Institute, State University.
   Google Scholar
• Mohamed, M., & El-Habbal, M. (2013). The relationship between epistemic beliefs and academic performance: Are better students always more mature? Journal of Educational and Developmental Psychology, 3(1), 158–172. https://doi.org/10.5539/jedp.v3n1p158
   Google Scholar
• Morell, M., & Manzano, M. (2019). Are low-achievement classrooms cognitively unbalanced?. International Journal of Education and Psychological Research, 8(1), 20–26.
   Google Scholar
• Mulryan, C. (1992). Student passivity during cooperative small groups in mathematics. Journal of Educational Research, 85(5), 261–273. https://doi.org/10.1080/00220671.1992.9941126
   Web of Science ®Google Scholar
• Norman, G. R., & Streiner, D. L. (2003). PDQ statistics. BC Decker Inc.
   Google Scholar
• Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years.  Holt, Rinehart, and Winston.
   Google Scholar
• Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, (pp. 389–414). Lawrence Erlbaum Associates.
   Google Scholar
• Poole, M. S., & Hollingshead, A. B. (2005). Theories of small groups. Interdisciplinary Perspectives. SAGE Publications Inc.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy and technology. In L. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 397–417). Cambridge University Press.
   Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. https://doi.org/10.1037/0022-0663.82.3.498
   Web of Science ®Google Scholar
• Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406–411. https://doi.org/10.1037/0022-0663.85.3.406
   Web of Science ®Google Scholar
• Schommer-Aikins, M. (2002). An evolving theoretical framework of epistemological beliefs system. In B. K. Hofer and P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103–118). Lawrence Erlbaum Associates.
   Google Scholar
• Schommer-Aikins, M., & Easter, M. (2008). Epistemological beliefs’ contributions to study strategies of asian americans and european americans. Journal of Educational Psychology, 100(4), 920–929. https://doi.org/10.1037/0022-0663.100.4.920
   Web of Science ®Google Scholar
• Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37–40. https://doi.org/10.1037/0022-0663.89.1.37
   Web of Science ®Google Scholar
• Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443. https://doi.org/10.1037/0022-0663.84.4.435
   Web of Science ®Google Scholar
• Schommer, M., & Walker, K. (1995). Are the epistemologicals beliefs similar across domains? Journal of Educational Psychology, 87(3), 424–432. https://doi.org/10.1037/0022-0663.87.3.424
   Web of Science ®Google Scholar
• Sekret, I. (2018). Methodology of the personal epistemology study. Pedagogical Advances in Technology-Mediated Education, 1(1), 40–67.
   Google Scholar
• Senior, C., & Howard, C. (2014). Learning in friendship groups: Developing students’ conceptual understanding through social interaction. Frontiers in psychology, 5, 1031. https://doi.org/10.3389/fpsyg.2014.01031
   PubMed Web of Science ®Google Scholar
• Sitoe, A. (2006). Epistemological beliefs and perceptions of education in Africa: An exploratory study with high school students in Mozambique. [Doctoral dissertation]. University of Groningen, Netherlands.
   Google Scholar
• Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48, 71–82.
   Web of Science ®Google Scholar
• Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Prentice-Hall.
   Google Scholar
• Taasoobshirazi, G., & Carr, M. (2008). Gender diferences in science: An expertise perspective. Educational Psychology Review, 20(2), 149–169. https://doi.org/10.1007/s10648-007-9067-y
   Web of Science ®Google Scholar
• Tolhurst, D. (2007). The influence of learning environments on students’ epistemological beliefs and learning outcomes. Teaching in Higher Education, 12(2), 219–233. https://doi.org/10.1080/13562510701191992
   Web of Science ®Google Scholar
• Ucan, S., & Webb, M. (2015). Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions? International Journal of Science Education, 37(15), 2503–2753. https://doi.org/10.1080/09500693.2015.1083634
   Web of Science ®Google Scholar
• Van Merriënboer, J. J. G., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In E. de Corte, L. Verschaffel, N. Entwistle, & J. Van Merriënboer (Eds.), Advances in learning and instruction series. Powerful learning environments: Unraveling basic components and dimensions (pp. 3–20). Pergamon/Elsevier Science Ltd.
   Google Scholar
• Vizcaíno, A., & Manzano, M. (2017). Analysis of relations between epistemological beliefs about mathematics and academic performance. Psychology, Society, & Education, 9(1), 105–119.
   Web of Science ®Google Scholar
• Webb, N. M., Nemer, K. M., & Ing, M. (2006). Small-group reflections: Parallels between teacher discourse and student behavior in peer-directed groups. Journal of the Learning Sciences, 15(1), 63–119. https://doi.org/10.1207/s15327809jls1501_8
   Web of Science ®Google Scholar
• Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan, & A. M. O’Donnell (Eds.), International handbook of collaborative learning (pp. 462–479). Taylor & Francis.
   Google Scholar
• Yang, F.-Y. (2016). Leaners’ epistemic beliefs and their relations with science learning – Exploring the cultural differences. In M-.H. Chiu (Ed.), Science education research and practices in Taiwan: Challenges and opportunities (pp 133–146). Springer.
   Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
   Google Scholar