Understanding children's epistemic beliefs in elementary education

Lunn Brownlee, Jo and Curtis, Elizabeth and Spooner-Lane, Rebecca and Feucht, Florian (2017) Understanding children's epistemic beliefs in elementary education. Education 3-13: The Professional Journal for Primary Education, 45 (2). pp. 191-208. ISSN 0300-4279


Abstract

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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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 12 May 2020 04:55
Last Modified: 03 Jun 2020 05:05
Uncontrolled Keywords: children’s epistemic beliefs; children’s personal epistemology; measurement of epistemic beliefs; draw and write methods
Fields of Research (2008): 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Identification Number or DOI: https://doi.org/10.1080/03004279.2015.1069369
URI: http://eprints.usq.edu.au/id/eprint/38642

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