Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately.
Identifieur interne : 000178 ( Main/Exploration ); précédent : 000177; suivant : 000179Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately.
Auteurs : Johannes Peter [Allemagne] ; Tom Rosman [Allemagne] ; Anne-Kathrin Mayer [Allemagne] ; Nikolas Leichner [Allemagne] ; Günter Krampen [Allemagne]Source :
- The British journal of educational psychology [ 2044-8279 ] ; 2016.
English descriptors
- KwdEn :
- MESH :
- psychology : Students.
- Adult, Culture, Humans, Knowledge, Thinking, Universities, Young Adult.
Abstract
Particularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements.
DOI: 10.1111/bjep.12098
PubMed: 26659464
Affiliations:
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Le document en format XML
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<front><div type="abstract" xml:lang="en">Particularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements.</div>
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