Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan

References

• Belenky , M.F. , Clinchy , B.M. , Goldberger , N.R. and Tarule , J.M. 1986 . Women's ways of knowing: The development of self, voice and mind , New York : Basic Books .
   Google Scholar
• Bell , B.F. and Pearson , J. 1992 . Better learning . International Journal of Science Education , 14 : 349 – 61 .
   Web of Science ®Google Scholar
• Duell , O.K. and Schommer , M. 2001 . Measures of people's beliefs about knowledge and learning . Educational Psychological Review , 11 : 419 – 49 .
   Web of Science ®Google Scholar
• Fensham , P. , Gunstone , R. and White , R. 1994 . The content of science: A constructivist approach to its teaching and learning , London : Falmer Press .
   Google Scholar
• Fosnot , C.T. , ed. 1996 . Constructivism: Theory, perspectives and practice , New York : Teachers College Press .
   Google Scholar
• Green , S.K. and Gredler , M.E. 2002 . A review and analysis of constructivism for school‐based practice . School Psychology Review , 31 : 53 – 70 .
   Web of Science ®Google Scholar
• Hammer , D. 1994 . Epistemological beliefs in introductory physics . Cognition and Instruction , 12 : 151 – 83 .
   Web of Science ®Google Scholar
• Hashweh , M.Z. 1996 . Effects of science teachers' epistemological beliefs in teaching . Journal of Research in Science Teaching , 33 : 47 – 63 .
   Web of Science ®Google Scholar
• Hofer , B.K. and Pintrich , P.R. 1997 . The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning . Review of Educational Research , 67 : 88 – 140 .
   Web of Science ®Google Scholar
• Hofer , B.K. and Pintrich , P.R. 2002 . Personal epistemology: The psychology of beliefs about knowledge and knowing , Hillsdale, NJ, and London : Lawrence Erlbaum .
   Google Scholar
• Jenkins , E.W. 2000 . Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? . Science and Education , 9 : 491 – 505 .
   Google Scholar
• Kelley , G. 1997 . Research traditions in comparative context: A philosophical challenge to radical constructivism . Science Education , 81 : 355 – 75 .
   Web of Science ®Google Scholar
• Kember , D. and Gow , L. 1994 . Orientations to teaching and their effect on the quality of student learning . Journal of Higher Education , 65 : 58 – 74 .
   Web of Science ®Google Scholar
• King , P.M. and Kitchener , K.S. 1994 . Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Kitchener , K.S. 1983 . Cognition, metacognition and epistemic cognition . Human Development , 26 : 222 – 32 .
   Web of Science ®Google Scholar
• Kuhn , D. 1991 . The skill of argument , Cambridge : Cambridge University Press .
   Google Scholar
• Lemke , J. 1990 . Talking science: Content, conflict and semantics , New York : Ablex .
   Google Scholar
• Matthews , M.R. 2000 . “ Appraising constructivism in science and mathematics ” . In Constructivism in education , Edited by: Phillips , K.J. 162 – 92 . Chicago : University of Chicago Press .
   Google Scholar
• Mintrop , H. 2001 . Educating students to teach in a constructivist way – can it be done? . Teachers College Record , 103 : 207 – 39 .
   Web of Science ®Google Scholar
• Moore , W.S. 1989 . The Learning environment preferences measure: Exploring the construct validity of an objective measure of the Perry scheme of intellectual development . Journal of College Student Development , 30 : 504 – 14 .
   Web of Science ®Google Scholar
• Moore , W.S. 2002 . “ Understanding learning in a postmodern world: Reconsidering the Perry scheme of intellectual and ethical development ” . In Personal epistemology: The psychology of beliefs about knowledge and knowing , Edited by: Hofer , B.K. and Pintrich , P.R. 17 – 36 . Hillsdale, NJ, and London : Lawrence Erlbaum .
   Google Scholar
• Osborne , J.F. 1996 . Beyond constructivism . Science Education , 80 : 53 – 82 .
   Web of Science ®Google Scholar
• Perry , W.G. 1970 . Forms of intellectual and ethical development in the college years , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Poole , D. 1994 . Routine testing practices and the linguistic construction of knowledge . Cognition and Instruction , 12 : 125 – 50 .
   Web of Science ®Google Scholar
• Prawat , R.S. 1992 . Teachers' beliefs about teaching and learning – a constructivist perspective . American Journal of Education , 100 : 354 – 95 .
   Web of Science ®Google Scholar
• Richardson , V. 2003 . Constructivist pedagogy . Teachers College Record , 105 : 1623 – 40 .
   Web of Science ®Google Scholar
• Rosenfeld , M. and Rosenfeld , S. 2006 . Understanding teacher responses to constructivist teaching environments: Challenges and resolutions . Science Education , 90 : 385 – 99 .
   Web of Science ®Google Scholar
• Roth , W. and Roychoudhury , A. 1994 . Physics students' epistemologies and views about knowing and learning . Journal of Research in Science Teaching , 31 : 5 – 30 .
   Web of Science ®Google Scholar
• Schommer , M. 1993 . Epistemological development and academic performance among secondary students . Journal of Educational Psychology , 85 : 406 – 11 .
   Web of Science ®Google Scholar
• Schommer , M. 2004 . Explaining the epistemological belief system: Introducting the embedded systemic model and coordinated research approach . Educational Psychologist , 39 : 19 – 29 .
   Web of Science ®Google Scholar
• Solomon , J. 1994 . The rise and fall of constructivism . Studies in Science Education , 23 : 1 – 19 .
   Google Scholar
• Staver , J.R. 1998 . Constructivism: Sound theory for explicating the practice of science and science teaching . Journal of Research in Science Teaching , 35 : 501 – 20 .
   Web of Science ®Google Scholar
• Tsai , C.C. 2002 . Nested epistemologies: Science teachers' beliefs of teaching, learning and science . International Journal of Science Education , 24 : 771 – 83 .
   Web of Science ®Google Scholar
• Von Glasersfeld , E. 1995 . Radical constructivism: A way of knowing and learning , New York : Falmer Press .
   Google Scholar
• Windschitl , M. 2002 . Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenge facing teachers . Review of Educational Research , 72 : 131 – 75 .
   Web of Science ®Google Scholar
• Yang , F.‐Y. 2005 . Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology . Educational Studies , 31 : 85 – 94 .
   Web of Science ®Google Scholar
• Yang , F.‐Y. , Chang , C.‐Y. and Hsu , Y.‐S. . An analysis on teacher perspectives about the constructivist instruction . Paper presented at the NARST 2005 Annual Meeting . April , San Francisco, CA.
   Google Scholar
• Yerrick , R.K. , Pedersen , J.E. and Arnason , J. 1998 . We're just spectators: A case study of science teaching, epistemology and classroom management . Science Education , 82 : 619 – 48 .
   Web of Science ®Google Scholar