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Journal of the Learning Sciences
written by David Hammer and Andrew Elby
Research on personal epistemologies has begun to consider ontology: Do naive epistemologies take the form of stable, unitary beliefs or of fine-grained, context-sensitive resources? Debates such as this regarding subtleties of cognitive theory, however, may be difficult to connect to everyday instructional practice. Our purpose in this article is to make that connection. We first review reasons for supporting the latter account, of naive epistemologies as made up of fine-grained, context-sensitive resources; as part of this argument we note that familiar strategies and curricula tacitly ascribe epistemological resources to students. We then present several strategies designed more explicitly to help students tap those resources for learning introductory physics. Finally, we reflect on this work as an example of interplay between 2 modes of inquiry into student thinking, that of instruction and that of formal research on learning.
Journal of the Learning Sciences: Volume 12, Issue 1, Pages 53-90
Subjects Levels Resource Types
General Physics
- Physics Education Research
- Lower Undergraduate
- Informal Education
- Instructional Material
= Instructor Guide/Manual
- Reference Material
= Research study
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© 2003 Routledge
DOI:
10.1207/S15327809JLS1201_3
Keywords:
Cognitive Development, Concept Formation, Curriculum Design, Epistemology, Inquiry, Learning Processes, Physics, Science Education, Secondary Education, Teaching Methods
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
November 23, 2005 by Vince Kuo
Last Update
when Cataloged:
March 1, 2004
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Record Link
AIP Format
D. Hammer and A. Elby, J. Learn. Sci. 12 (1), 53 (2003), WWW Document, (http://dx.doi.org/10.1207/S15327809JLS1201_3).
AJP/PRST-PER
D. Hammer and A. Elby, Tapping epistemological resources for learning physics, J. Learn. Sci. 12 (1), 53 (2003), <http://dx.doi.org/10.1207/S15327809JLS1201_3>.
APA Format
Hammer, D., & Elby, A. (2004, March 1). Tapping epistemological resources for learning physics. J. Learn. Sci., 12(1), 53-90. Retrieved December 18, 2014, from http://dx.doi.org/10.1207/S15327809JLS1201_3
Chicago Format
Hammer, David, and Andrew Elby. "Tapping epistemological resources for learning physics." J. Learn. Sci. 12, no. 1, (March 1, 2004): 53-90, http://dx.doi.org/10.1207/S15327809JLS1201_3 (accessed 18 December 2014).
MLA Format
Hammer, David, and Andrew Elby. "Tapping epistemological resources for learning physics." J. Learn. Sci. 12.1 (2003): 53-90. 18 Dec. 2014 <http://dx.doi.org/10.1207/S15327809JLS1201_3>.
BibTeX Export Format
@article{ Author = "David Hammer and Andrew Elby", Title = {Tapping epistemological resources for learning physics}, Journal = {J. Learn. Sci.}, Volume = {12}, Number = {1}, Pages = {53-90}, Month = {March}, Year = {2004} }
Refer Export Format

%A David Hammer
%A Andrew Elby
%T Tapping epistemological resources for learning physics
%J J. Learn. Sci.
%V 12
%N 1
%D March 1, 2004
%P 53-90
%U http://dx.doi.org/10.1207/S15327809JLS1201_3
%O text/html

EndNote Export Format

%0 Journal Article
%A Hammer, David
%A Elby, Andrew
%D March 1, 2004
%T Tapping epistemological resources for learning physics
%J J. Learn. Sci.
%V 12
%N 1
%P 53-90
%8 March 1, 2004
%U http://dx.doi.org/10.1207/S15327809JLS1201_3


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