Knowledge and Epistemological Beliefs: An Intimate but Complicate Relationship

2008 ◽  
pp. 423-441 ◽  
Author(s):  
Rainer Bromme ◽  
Dorothe Kienhues ◽  
Elmar Stahl
Keyword(s):  
Epistemological Beliefs

INVESTIGATION OF TURKISH TRAINEE TEACHERS' EPISTEMOLOGICAL BELIEFS

2008 ◽  
Vol 36 (5) ◽  
pp. 709-720 ◽  
Author(s):  
Aytunga Oğuz
Keyword(s):  
Epistemological Beliefs ◽  
Female Students ◽  
University Education ◽  
Study Group ◽  
Turkish Version ◽  
Education Faculty ◽  
Trainee Teachers ◽  
Teachers Beliefs

The aim of this study was to determine Turkish trainee teachers' epistemological beliefs and to examine them with respect to some variables. The study group was composed of 331 Turkish trainee teachers studying at Dumupınar University Education Faculty. Data were collected using the Turkish version of the Epistemological Beliefs Questionnaire (Deryakulu & Büyüköztürk, 2002, 2005; Schommer, 1990). It was found that trainee teachers' beliefs that learning depends on effort rather than ability were sophisticated compared to their other beliefs; while the belief that there is only one unchanging truth was naïve compared to their other beliefs. Turkish trainee teachers' epistemological beliefs differed significantly in terms of gender. That is, female students believed more than did males that learning depends on effort rather than ability.

Relation of Value Epistemological Beliefs Scale and Judgments of Two Similar Scenarios Attributed to Two Different Authorities

2004 ◽  
Vol 95 (2) ◽  
pp. 371-385 ◽  
Author(s):  
M. Latifian ◽  
L. Bashash
Keyword(s):  
College Students ◽  
Content Analysis ◽  
Epistemological Beliefs ◽  
Religious Person

Authority, in learning situations, has been widely defined as the role of teacher, or parents, ignoring the person by whom knowledge is delivered. This research was carried out to examine the influence of this type of authority on the relations between students' beliefs and their judgments of content. 160 Iranian college students were randomly divided into two equal groups. Then, both groups were assessed for their beliefs about sources of values. In the next step, two scenarios of the same content were distributed to the two groups; one scenario was attributed to a highly respected religious person in Islam and another to a famous nonreligious psychoanalyst. College students then were asked to judge the ideas proposed in the content. Analysis showed that the relations between students' beliefs and their judgments were different for the two groups. Pending confirmation by further study, some educational recommendations may be offered.

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