References
- Ajzen, I., and T. J. Madden. 1986. “Prediction of Goal-directed Behavior: Attitudes, Intentions, and Perceived Behavioral Control.” Journal of Experimental Social Psychology 22 (5): 453–474. doi:https://doi.org/10.1016/0022-1031(86)90045-4.
- Argyris, C., and D. A. Schon. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-bass.
- Bakkenes, I., J. D. Vermunt, and T. Wubbels. 2010. “Teacher Learning in the Context of Educational Innovation: Learning Activities and Learning Outcomes of Experienced Teachers.” Learning and Instruction 20 (6): 533–548. doi:https://doi.org/10.1016/j.learninstruc.2009.09.001.
- Barnes, N., H. Fives, S. Mabrouk-Hattab, and K. SaizdeLaMora. 2020. “Teachers’ Epistemic Cognition in Situ: Evidence from Classroom Assessment.” Contemporary Educational Psychology 60: 101837. doi:https://doi.org/10.1016/j.cedpsych.2020.101837.
- Bonneville-Roussy, A., T. Bouffard, O. Palikara, and C. Vezeau. 2019. “The Role of Cultural Values in Teacher and Student Self-efficacy: Evidence from 16 Nations.” Contemporary Educational Psychology 59: 101798. doi:https://doi.org/10.1016/j.cedpsych.2019.101798.
- Bråten, I., and H. I. Strømss. 2006. “Epistemological Beliefs, Interest, and Gender as Predictors of Internet-based Learning Activities.” Computers in Human Behavior 22 (6): 1027–1042. doi:https://doi.org/10.1016/j.chb.2004.03.026.
- Bråten, I., K. R. Muis, and A. Reznitskaya. 2017. “Teachers‘ Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?” Educational Psychologist 52 (4): 253–269. doi:https://doi.org/10.1080/00461520.2017.1341319.
- Brickhouse, N. W. 1989. “The Teaching of the Philosophy of Science in Secondary Classrooms: Case Studies of Teachers’ Personal Theories.” International Journal of Science Education 11 (4): 437–449. doi:https://doi.org/10.1080/0950069890110408.
- Buehl, M. M., and H. Fives. 2016. “The Role of Epistemic Cognition in Teacher Learning and Praxis.” In Handbook of Epistemic Cognition, edited by J. A. Greene, W. A. Sandoval, and I. Bråten, 247–264, New York, NY: Routledge.
- Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general?. Contemporary Educational Psychology, 27(3), 415–449.
- Buehl, M. M., and H. Fives. 2009. “Exploring Teachers‘ Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?” The Journal of Experimental Education 77 (4): 367–408. doi:https://doi.org/10.3200/JEXE.77.4.367-408.
- Chinn, C., L. Buckland, and A. Samarapungavan. 2011. “Expanding the Dimensions of Epistemic Cognition: Arguments from Philosophy and Psychology.” Educational Psychologist 46 (3): 141–167. doi:https://doi.org/10.1080/00461520.2011.587722.
- Dahlin, B., and D. Watkins. 2000. “The Role of Repetition in the Processes of Memorising and Understanding: A Comparison of the Views of German and Chinese Secondary School Students in Hong Kong.” British Journal of Educational Psychology 70 (1): 65–84. doi:https://doi.org/10.1348/000709900157976.
- de Bary, W. T. 1988. East Asian Civilizations. Cambridge, MA: Harvard University Press.
- Deng, F., C. S. Chai, -C.-C. Tsai, and M.-H. Lee. 2014. “The Relationships among Chinese Practicing Teachers’ Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT.” Journal of Educational Technology & Society 17 (2): 245.
- Feucht, F. C. 2011. “The Epistemic Underpinnings of Mrs. M’s Reading Lesson on Drawing Conclusions: A Classroom-based Research Study.” In Personal Epistemology and Teacher Education, edited by J. Lunn Brownlee, G. Schraw, and D. Berthelsen, 3–21. New York, NY: Routledge.
- Finnish National Agency of Education. 2016. The National Core Curriculum for Basic Education.Helsinki: Next Print.
- Greene, J. A., R. Azevedo, and J. Torney-Purta. 2008. “Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions.” Educational Psychologist 43 (3): 142–160. doi:https://doi.org/10.1080/00461520802178458.
- Hakkarainen, K. 2009. “A Knowledge-practice Perspective on Technology-mediated Learning.” International Journal of Computer-Supported Collaborative Learning 4 (2): 213–231. doi:https://doi.org/10.1007/s11412-009-9064-x.
- Heiskanen, H., and K. Lonka. 2012. “Are Epistemological Beliefs and Motivational Strategies Related to Study Engagement in Higher Education?” Procedia-Social and Behavioral Sciences 69: 306–313. doi:https://doi.org/10.1016/j.sbspro.2012.11.414.
- Hofer, B. K. 2000. “Dimensionality and Disciplinary Differences in Personal Epistemology.” Contemporary Educational Psychology 25 (4): 378–405. doi:https://doi.org/10.1006/ceps.1999.1026.
- Hofer, B. K. 2001. “Personal Epistemology Research: Implications for Learning and Teaching.” Educational Psychology Review 13 (4): 353–383. doi:https://doi.org/10.1023/A:1011965830686.
- Hofer, B. K. 2004. “Exploring the Dimensions of Personal Epistemology in Differing Classroom Contexts: Student Interpretations during the First Year of College.” Contemporary Educational Psychology 29 (2): 129–163. doi:https://doi.org/10.1016/j.cedpsych.2004.01.002.
- Hofer, B. K. 2016. “Epistemic Cognition as a Psychological Construct: Advancements and Challenges.” In Handbook of Epistemic Cognition, edited by J. A. Greene, W. A. Sandoval, and I. Bråten, 31–50, New York, NY: Routledge.
- Hofer, B. K., and P. R. Pintrich, Eds. 2002. Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing. Mahwah: Lawrence Erlbaum Associates.
- 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.
- Hofstede, G. 2001. Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations. Thousand Oaks, CA: Sage.
- Hsieh, W.-M., and -C.-C. Tsai. 2017. “Taiwanese High School Teachers‘ Conceptions of Mobile Learning.” Computers & Education 115: 82–95. doi:https://doi.org/10.1016/j.compedu.2017.07.013.
- Hsieh, W.-M., and -C.-C. Tsai. 2018. “Learning Illustrated: An Exploratory Cross-sectional Drawing Analysis of Students‘ Conceptions of Learning.” The Journal of Educational Research 111 (2): 139–150. doi:https://doi.org/10.1080/00220671.2016.1220357.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1–55.
- IMF - International Monetary Fund. 2021, October 15. “GDP per Capita, Current Prices.” https://www.imf.org/external/datamapper/NGDPDPC@WEO/COD
- Jehng, J. C. J., S. D. Johnson, and R. C. Anderson. 1993. “Schooling and Students′ Epistemological Beliefs about Learning.” Contemporary Educational Psychology 18 (1): 23–35. doi:https://doi.org/10.1006/ceps.1993.1004.
- Juuti, K., J. Lavonen, A. Uitto, R. Byman, and V. Meisalo. 2010. “Science Teaching Methods Preferred by Grade 9 Students in Finland.” International Journal of Science and Mathematics Education 8 (4): 611–632. doi:https://doi.org/10.1007/s10763-009-9177-8.
- Kim, C., M. K. Kim, C. Lee, J. M. Spector, and K. DeMeester. 2013. “Teacher Beliefs and Technology Integration.” Teaching and Teacher Education 29: 76–85. doi:https://doi.org/10.1016/j.tate.2012.08.005.
- Kuhn, D. (2000). Theory of mind, metacognition, and reasoning: A life-span perspective. In P. Mitchell & K. J. Riggs (Eds.), Children's reasoning and the mind (pp. 301–326). Psychology Press/Taylor & Francis (UK).
- Lammassaari, H., N. Sandström, J. Järvinen, and K. Lonka 2016, December. “How Ready are Teachers for Change in Finnish Schools - Their Epistemic Beliefs, Work Engagement, Burnout and Perceptions of Physical School Environment.” The Second International Conference for “Personal Epistemology and Learning (PEL)”. National Taiwan University of Science and Technology, Taipei, Taiwan.
- Lederman, N. G. 1999. “Teachers‘ Understanding of the Nature of Science and Classroom Practice: Factors that Facilitate or Impede the Relationship.” Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 36 (8): 916–929. doi:https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A.
- Lee, W. O. 1996. “The Cultural Context for Chinese Learners: Conceptions of Learning in the Confucian Tradition.” The Chinese Learner: Cultural, Psychological and Contextual Influences 34: 63–67.
- Lin, T.-C., J.-C. Liang, and -C.-C. Tsai. 2015. “Conceptions of Memorizing and Understanding in Learning, and Self-efficacy Held by University Biology Majors.” International Journal of Science Education 37 (3): 446–468. doi:https://doi.org/10.1080/09500693.2014.992057.
- Lin, T.-J., and -C.-C. Tsai. 2017. “Developing Instruments Concerning Scientific Epistemic Beliefs and Goal Orientations in Learning Science: A Validation Study”. International Journal of Science Education 39 (17): 2382–2401. doi:https://doi.org/10.1080/09500693.2017.1384593.
- Lonka, K. 1997. “Explorations of Constructive Processes in Student Learning.” [Doctoral dissertation, University of Helsinki]. Helsinki University Press.
- Lonka, K. 2018. Phenomenal Learning from Finland. Helsinki: Edita.
- Lonka, K., E. Joram, and M. Bryson. 1996. “Conceptions of Learning and Knowledge: Does Training Make a Difference?” Contemporary Educational Psychology 21 (3): 240–260. doi:https://doi.org/10.1006/ceps.1996.0021.
- Lonka, K., E. Ketonen, and J. D. Vermunt. 2021. “University Students’ Epistemic Profiles, Conceptions of Learning, and Academic Performance.” Higher Education 81 (4): 775–793. doi:https://doi.org/10.1007/s10734-020-00575-6.
- Lonka, K., J. Järvinen, J. Makkonen, and L. Hietajärvi 2016, December. “Teachers’ Epistemological Theories: Are They Related to Their Ideas of Assessment?” The Second International Conference for “Personal Epistemology and Learning (PEL)”. National Taiwan University of Science and Technology, Taipei, Taiwan.
- Lonka, K., P. Sharafi, K. Karlgren, I. Masiello, J. Nieminen, G. Birgegård, and A. Josephson. 2008. “MED NORD–A Tool for Measuring Medical Students’ Well-being and Study Orientations.” Medical Teacher 30 (1): 72–79. doi:https://doi.org/10.1080/01421590701769555.
- Lonka, K., and S. Lindblom-Ylänne. 1996. “Epistemologies, Conceptions of Learning, and Study Practices in Medicine and Psychology.” Higher Education 31 (1): 5–24. doi:https://doi.org/10.1007/BF00129105.
- Luft,Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38–63.
- Lunn Brownlee, J., Ferguson, L. E., & Ryan, M. 2017. Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252.
- Maggioni, L., and M. M. Parkinson. 2008. “The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction.” Educational Psychology Review 20 (4): 445–461. doi:https://doi.org/10.1007/s10648-008-9081-8.
- Magolda, M. B. B. 1992. “Students’ Epistemologies and Academic Experiences: Implications for Pedagogy.” The Review of Higher Education 15 (3): 265–287. doi:https://doi.org/10.1353/rhe.1992.0013.
- Markauskaite, L., and P. Goodyear. 2014. “Tapping into the Mental Resources of Teachers‘ Working Knowledge: Insights into the Generative Power of Intuitive Pedagogy.” Learning, Culture and Social Interaction 3 (4): 237–251. doi:https://doi.org/10.1016/j.lcsi.2014.01.001.
- Markauskaite, L., and P. Goodyear. 2017. Epistemic Fluency and Professional Education. Dordrecht: Springer.
- Marton, F., G. Dall’Alba, and L. K. Tse. 1996. “Memorizing and Understanding: The Keys to the Paradox?” In The Chinese Learner: Cultural, Psychological and Contextual Influences, edited by D. A. Watkins and J. B. Biggs, 69–84. Hong Kong, Melbourne: CERC,ACER.
- Marton, F., and R. Säljö. 1976. “On Qualitative Differences in Learning: I-outcome and Process.” British Journal of Educational Psychology 46 (1): 4–11. doi:https://doi.org/10.1111/j.2044-8279.1976.tb02980.x.
- Mason, L., A. Boldrin, and N. Ariasi. 2010. “Epistemic Metacognition in Context: Evaluating and Learning Online Information.” Metacognition and Learning 5 (1): 67–90. doi:https://doi.org/10.1007/s11409-009-9048-2.
- Mason, L., and F. Scirica. 2006. “Prediction of Students‘ Argumentation Skills about Controversial Topics by Epistemological Understanding.” Learning and Instruction 16 (5): 492–509. doi:https://doi.org/10.1016/j.learninstruc.2006.09.007.
- Mason, L., M. Gava, and A. Boldrin. 2008. “On Warm Conceptual Change: The Interplay of Text, Epistemological Beliefs, and Topic Interest.” Journal of Educational Psychology 100 (2): 291. doi:https://doi.org/10.1037/0022-0663.100.2.291.
- Mathis, C., and R. Parkes. 2020. “Historical Thinking, Epistemic Cognition, and History Teacher Education.” In The Palgrave Handbook of History and Social Studies Education, edited by C. W. Berg and T. M. Christou, 189–212, Cham, Switzerland: Springer International Publishing.
- McLaughlan, R., and J. M. Lodge. 2019. “Facilitating Epistemic Fluency through Design Thinking: A Strategy for the Broader Application of Studio Pedagogy within Higher Education.” Teaching in Higher Education 24 (1): 81–97. doi:https://doi.org/10.1080/13562517.2018.1461621.
- Mellado, V. 1998. “The Classroom Practice of Preservice Teachers and Their Conceptions of Teaching and Learning Science.” Science Education 82 (2): 197–214. doi:https://doi.org/10.1002/(SICI)1098-237X(199804)82:2<197::AID-SCE5>3.0.CO;2-9.
- Miguel-Revilla, D., T. Carril-Merino, and M. Sánchez-Agustí. 2021. “An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers.” The Journal of Experimental Education 89 (1): 54–73. doi:https://doi.org/10.1080/00220973.2020.1718059.
- Mikkola, A. 2016. “Foreword.” In Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools, edited by H. Niemi, A. Toom, and A. Kallioniemi, vii–ix, Rotterdam, The Netherlands: Springer.
- Muis, K. R., G. Trevors, M. Chevrier, J. A. Greene, W. Sandoval, and I. Bråten. 2016. “Epistemic Climate for Epistemic Change.” In Handbook of Epistemic Cognition, edited by J. A. Greene, W. A. Sandoval, and I. Bråten, 331–359, New York, NY: Routledge.
- Murtonen, M., H. Gruber, and E. Lehtinen. 2017. “The Return of Behaviourist Epistemology: A Review of Learning Outcomes Studies.” Educational Research Review 22: 114–128. doi:https://doi.org/10.1016/j.edurev.2017.08.001.
- Nespor, J. 1987. “The Role of Beliefs in the Practice of Teaching.” Journal of Curriculum Studies 19 (4): 317–328. doi:https://doi.org/10.1080/0022027870190403.
- Nieminen, J. 2011. “Dimensions of University Student Learning in Medicine and Pharmacy.” [Doctoral dissertation, University of Helsinki]. Helsinki University Press.
- Nieminen, J., S. Lindblom-Ylänne, and K. Lonka. 2004. “The Development of Study Orientations and Study Success in Students of Pharmacy.” Instructional Science 32 (5): 387–417. doi:https://doi.org/10.1023/B:TRUC.0000044642.35553.e5.
- Oosterheert, I. E., and J. D. Vermunt. 2001. “Individual Differences in Learning to Teach: Relating Cognition, Regulation and Affect.” Learning and Instruction 11 (2): 133–156. doi:https://doi.org/10.1016/S0959-4752(00)00019-0.
- Pajares, M. F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review of Educational Research 62 (3): 307–332. doi:https://doi.org/10.3102/00346543062003307.
- Perry, W. G. 1970. Forms of Intellectual and Ethical Development in the College Years: A Scheme. Holt: Rinehart & Winston.
- Postareff, L., and S. Lindblom-Ylänne. 2008. “Variation in Teachers‘ Descriptions of Teaching: Broadening the Understanding of Teaching in Higher Education.” Learning and Instruction 18 (2): 109–120. doi:https://doi.org/10.1016/j.learninstruc.2007.01.008.
- Qian, G., and D. Alvermann. 1995. “Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students‘ Learning Science Concepts from Text.” Journal of Educational Psychology 87 (2): 282. doi:https://doi.org/10.1037/0022-0663.87.2.282.
- Rainio, A. P., and R. Hofmann. 2015. “Transformations in Teachers’ Discourse about Their Students during a School-Led Pedagogic Intervention.” The European Journal of Social & Behavioural Sciences 13 (2): 1815. doi:https://doi.org/10.15405/ejsbs.163.
- Rao, N., and C. K. Chan. 2010. “Moving beyond Paradoxes: Understanding Chinese Learners and Their Teachers.” In Revisiting the Chinese Learner, 3–32. Dordrecht: Springer.
- Richardson, J. T. 2004. “Methodological Issues in Questionnaire-based Research on Student Learning in Higher Education.” Educational Psychology Review 16 (4): 347–358. doi:https://doi.org/10.1007/s10648-004-0004-z.
- Richardson, J. T. 2013. “Epistemological Development in Higher Education.” Educational Research Review 9: 191–206. doi:https://doi.org/10.1016/j.edurev.2012.10.001.
- Schommer, M. 1990. “Effects of Beliefs about the Nature of Knowledge on Comprehension.” Journal of Educational Psychology 82 (3): 498–504. doi:https://doi.org/10.1037/0022-0663.82.3.498.
- Schommer, M. 1993. “Epistemological Development and Academic Performance among Secondary Students.” Journal of Educational Psychology 85 (3): 406. doi:https://doi.org/10.1037/0022-0663.85.3.406.
- Schreiber, J. B., A. Nora, F. K. Stage, E. A. Barlow, and J. King. 2006. “Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review.” The Journal of Educational Research 99 (6): 323–338. doi:https://doi.org/10.3200/JOER.99.6.323-338.
- Sinatra, G. M., S. A. Southerland, F. McConaughy, and J. Demastes. 2003. “Intentions and Beliefs in Students’ Understanding and Acceptance of Biological Evolution.” Journal of Research in Science Teaching 40 (5): 510–528. doi:https://doi.org/10.1002/tea.10087.
- Sosu, E. M., and D. S. Gray. 2012. “Investigating Change in Epistemic Beliefs: An Evaluation of the Impact of Student Teachers’ Beliefs on Instructional PReferences and Teaching Competence.” International Journal of Educational Research 53: 80–92. doi:https://doi.org/10.1016/j.ijer.2012.02.002.
- Stoddard, J. D. 2010. “The Roles of Epistemology and Ideology in Teachers’ Pedagogy with Historical ‘Media’.” Teachers and Teaching: Theory and Practice 16 (1): 153–171. doi:https://doi.org/10.1080/13540600903475694.
- Stoel, G., A. Logtenberg, B. Wansink, T. Huijgen, C. van Boxtel, and J. van Drie. 2017. “Measuring Epistemological Beliefs in History Education: An Exploration of Naïve and Nuanced Beliefs.” International Journal of Educational Research 83: 120–134. doi:https://doi.org/10.1016/j.ijer.2017.03.003.
- Trigwell, K., M. Prosser, and F. Waterhouse. 1999. “Relations between Teachers’ Approaches to Teaching and Students’ Approaches to Learning.” Higher Education 37 (1): 57–70. doi:https://doi.org/10.1023/A:1003548313194.
- Tsai, C. C. 2007. “Teachers’ Scientific Epistemological Views: The Coherence with Instruction and Students’ Views.” Science Education 91 (2): 222–243. doi:https://doi.org/10.1002/sce.20175.
- Tsai, -C.-C. 2002. “Nested Epistemologies: Science Teachers‘ Beliefs of Teaching, Learning and Science.” International Journal of Science Education 24 (8): 771–783. doi:https://doi.org/10.1080/09500690110049132.
- Van Rossum, E. J., and R. N. Hamer. 2010. The Meaning of Learning and Knowing. Rotterdam : Sense Publishers.
- Vedenpää, I., and K. Lonka. 2014. “Teachers’ and Teacher Students’ Conceptions of Learning and Creativity.” Creative Education 5 (20): 1821–1833. doi:https://doi.org/10.4236/ce.2014.520203.
- Vermunt, J. D., and M. D. Endedijk. 2011. “Patterns in Teacher Learning in Different Phases of the Professional Career.” Learning and Individual Differences 21 (3): 294–302. doi:https://doi.org/10.1016/j.lindif.2010.11.019.
- Vermunt, J. D., and Y. J. Vermetten. 2004. “Patterns in Student Learning: Relationships between Learning Strategies, Conceptions of Learning, and Learning Orientations.” Educational Psychology Review 16 (4): 359–384. doi:https://doi.org/10.1007/s10648-004-0005-y.
- Vogel, E. F. 1991. The Four Little Dragons: The Spread of Industrialization in East Asia. Vol. 3. London, England: Harvard University Press.
- Wan, Z. H., J. C. K. Lee, and W. Hu. 2021. “How Should Undergraduate Students Perceive Knowledge as a Product of Human Creation? Insights from a Study on Epistemic Beliefs, Intellectual Risk-taking, and Creativity.” Thinking Skills and Creativity 39: 100786. doi:https://doi.org/10.1016/j.tsc.2021.100786.
- Watkins, D. A., and J. B. Biggs. 2001. Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
- Weinstock, M., Y. Neuman, and I. Tabak. 2004. “Missing the Point or Missing the Norms? Epistemological Norms as Predictors of Students’ Ability to Identify Fallacious Arguments.” Contemporary Educational Psychology 29 (1): 77‐94. doi:https://doi.org/10.1016/S0361-476X(03)00024-9.
- Yang, S. Y., and R. J. Sternberg. 1997a. “Conceptions of Intelligence in Ancient Chinese Philosophy.” Journal of Theoretical and Philosophical Psychology 17 (2): 101. doi:https://doi.org/10.1037/h0091164.