Understanding children’s epistemic beliefs in elementary education

Lunn Brownlee, Jo, Curtis, Elizabeth, Spooner-Lane, Rebecca, & Feucht, Florian (2015) Understanding children’s epistemic beliefs in elementary education. Education 3-13, pp. 1-18.

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Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children’s epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children’s epistemic beliefs which holds implications for future research.

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ID Code: 86119
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 29 Jul 2015. The embargo on the accepted manuscript version will expire on 29 January 2017
Keywords: children’s epistemic beliefs, children’s personal epistemology, measurement of epistemic beliefs, draw and write methods
DOI: 10.1080/03004279.2015.1069369
ISSN: 1475-7575
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2015 ASPE
Copyright Statement: The Version of Record of this manuscript has been published
and is available in Education 3-13, 29 July 2015,
Deposited On: 02 Aug 2015 22:09
Last Modified: 05 Feb 2017 04:19

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