Understanding children's epistemic beliefs in elementary education

Article

Lunn Brownlee, Jo, Curtis, Elizabeth, 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. https://doi.org/10.1080/03004279.2015.1069369

Article Title	Understanding children's epistemic beliefs in elementary education
ERA Journal ID	20762
Article Category	Article
Authors	Lunn Brownlee, Jo (Author), Curtis, Elizabeth (Author), Spooner-Lane, Rebecca (Author) and Feucht, Florian (Author)
Journal Title	Education 3-13: the professional journal for primary education
Journal Citation	45 (2), pp. 191-208
Number of Pages	18
Year	2017
Place of Publication	Milton Park, United Kingdom
ISSN	0300-4279
	1475-7575
Digital Object Identifier (DOI)	https://doi.org/10.1080/03004279.2015.1069369
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.
Keywords	children’s epistemic beliefs; children’s personal epistemology; measurement of epistemic beliefs; draw and write methods
ANZSRC Field of Research 2020	390304. Primary education
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Queensland University of Technology
	University of Toledo, United States
Institution of Origin	University of Southern Queensland

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