Beliefs About Academic Knowledge Export

@article{citeulike:2330334, abstract = {Abstract\ \ Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study.}, author = {Buehl, Michelle and Alexander, Patricia}, citeulike-article-id = {2330334}, citeulike-linkout-0 = {http://dx.doi.org/10.1023/A:1011917914756}, day = {7}, doi = {10.1023/A:1011917914756}, journal = {Educational Psychology Review}, keywords = {education, epistemology}, month = {December}, number = {4}, pages = {385--418}, posted-at = {2008-02-04 18:50:51}, priority = {2}, title = {Beliefs About Academic Knowledge}, url = {http://dx.doi.org/10.1023/A:1011917914756}, volume = {13}, year = {2001} }

TY - JOUR ID - citeulike:2330334 L3 - citeulike-article-id:2330334 N2 - Abstract  Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study. IS - 4 JF - Educational Psychology Review EP - 418 TI - Beliefs About Academic Knowledge VL - 13 SP - 385 KW - education KW - epistemology AU - Buehl, Michelle AU - Alexander, Patricia PY - 2001/12/07/ UR - http://dx.doi.org/10.1023/A:1011917914756 ER -