University Students as Creators of Personal Knowledge: an alternative epistemological view

References

• BALL , S. J. 1998 . “ Educational studies, policy entrepreneurship and social theory ” . In School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements , Edited by: SLEE , R. and Weiner , G. London : Palmer Press .
   Google Scholar
• BARNETT , R. 1997 . Higher Education: a critical business , Buckingham : SRHE Open University Press .
   Google Scholar
• BERNSTEIN , R. J. 1985 . Beyond Objectivism and Relativism , Philadelphia : University of Pennsylvania Press .
   Google Scholar
• BROWN , A. 1987 . “ Metacognition, executive control, self-regulation and other more mysterious mechanisms ” . In Metacognition, Motivation, and Understanding , Edited by: WEINART , F. E. and KLUWE , R. H. New Jersey : Lawrence Erlbaum Associates, Inc .
   Google Scholar
• CARR , W. 1995 . For Education: towards critical educational inquiry , Buckingham : Open University Press .
   Google Scholar
• CARROLL , J. B. 1967 . “ Discussion ” . In Learning and Individual Differences , Edited by: GAGNE , R. M. Columbus : Charles E. Merrill Publishing Co .
   Google Scholar
• CHERRYHOLMES , C. H. 1988 . Power and Criticism: post-structural investigations in education , New York : Teacher's College Press .
   Google Scholar
• CRONBACH , L. I. 1967 . “ How can instruction be adapted to individual differences? ” . In Learning and Individual Differences , Edited by: GAGNE , R. M. Columbus : Charles E. Merrill Publishing Co .
   Google Scholar
• DAVIDSON , J. E. and STERNBERG , R. J. 1998 . “ How metacognition helps problem solving ” . In Metacognition in Educational Theory and Practice , Edited by: HACKER , D. J. , DUNLOSKY , J. and GRAESSER , A. C. New Jersey : Lawrence Erlbaum Associates, Inc .
   Google Scholar
• DAVB , D. M. and CLERY , C. 1994 . Fostering transfer of study strategies: a spiral model . Research & Teaching in Developmental Education , 10 ( 2 ) : 45 – 52 .
   Google Scholar
• ENTWISTLE , N. 1981 . Styles of Learning and Teaching: an integrated outline of educational psychology for students, teachers, and lecturers , Chichester : John Wiley & Sons .
   Google Scholar
• ENTWISTLE , N. 1987 . Understanding Classroom Learning , London : Hodder and Stoughton .
   Google Scholar
• ENTWISTLE , N. and MARTON , F. 1984 . “ Changing conceptions of learning and research ” . In The Experience of Learning , Edited by: MARTON , F. , HOUNSELL , D. and ENTWISTLE , N. Edinburgh : Scottish Academic Press .
   Google Scholar
• GlBBS , G. 1981 . Teaching Students to Leant: a student-centred approach , Buckingham : Open University Press .
   Google Scholar
• GROSSMAN , P. L. 2000 . Review: ways of thinking, ways of teaching . American Journal of Education , 108 ( 2 ) : 152 – 156 .
   Web of Science ®Google Scholar
• HACKER , D. J. 1998 . “ Definitions and Empirical Foundations ” . In Metacognition in Educational Theory and Practice , Edited by: HACKER , DJ. , DUNLOSKY , J. and GRAESSER , A. C. New Jersey : Lawrence Erlbaum Associates, Inc .
   Google Scholar
• JENSEN , A. R. 1967 . “ Varieties of Individual Differences in Learning ” . In Learning and Individual Differences , Edited by: GAGNE , R. M. Columbus : Charles E. Merrill Publishing Co .
   Google Scholar
• KUMASHIRO , K. K. 2001 . 'Posts' perspectives on anti-oppressive education in social sciences, English, Mathematics, and Science Classrooms . Educational Researcher , 30 ( 3 ) : 3 – 12 .
   Google Scholar
• MAYER , R. E. 1987 . Educational Psychology: a cognitive approach , Boston : Little, Brown and Company .
   Google Scholar
• MESSICK , S. 1976 . “ Personality consistencies in cognition and creativity ” . In Individuality in Learning: implications of cognitive styles and creativity for human development , Edited by: MESSICK , S. San Francisco : Jossey-Bass, Inc .
   Google Scholar
• PEHRSSON , R. S. and DENNER , P. R. 1989 . Semantic Organizers: a study strategy for special needs learners , Rockville : Aspen Publishers, Inc .
   Google Scholar
• PERRY , W. G. 1959 . Students use and misuse of reading skills . Harvard Educational Review , 29 ( 3 ) : 193 – 200 .
   Google Scholar
• POLANYI , M. 1958 . Personal Knowledge: towards a post-critical philosophy , Chicago : University of Chicago Press .
   Google Scholar
• POLANYI , M. 1969 . Knowing and Being: essays by Michael Polanyi , London : Routledge & Kegan Paul .
   Google Scholar
• RORTY , R. M. 1997 . “ Hermeneutics, general studies, and teaching ” . In Classic and Contemporary Readings in the Philosophy of Education , Edited by: CAHN , S. M. New York : McGraw-Hill Companies, Inc .
   Google Scholar
• ROSZAK , T. 1972 . Where the Wasteland Ends: politics and transcendence in postindustrial society , Garden City : Doubleday & Company, Inc .
   Google Scholar
• SCOTT , D. and USHER , R. 1999 . Researching Education: data, methods and theory in educational inquiry , London : Cassell .
   Google Scholar
• SNOW , R. 1976 . “ Aptitude-treatment interactions and individualized alternatives in higher education ” . In Individuality in Learning: implications of cognitive styles and creativity for human development , Edited by: MESSICK , S. San Francisco : Jossey-Bass, Inc .
   Google Scholar
• THOMAS , G. 1997 . What's the use of theory? . Harvard Educational Review , 67 ( 1 ) : 75 – 104 .
   Web of Science ®Google Scholar
• WINNE , P. H. and HADWIN , A. F. 1998 . “ Studying as self-regulated learning ” . In Metacognition in Educational Theory and Practice , Edited by: HACKER , D. J. , DUNLOSKY , J. and GRAESSER , A. C. New Jersey : Lawrence Erlbaum Associates, Inc .
   Google Scholar