Epistemic Cognition Triangulated: What Can We Learn about the Theory of Epistemic Beliefs in History from Reassessment of Its Measurement

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F19194951%3A_____%2F24%3AN0000025" target="_blank" >RIV/19194951:_____/24:N0000025 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/chapter/10.1007/978-3-031-58056-7_17" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-031-58056-7_17</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/978-3-031-58056-7_17" target="_blank" >10.1007/978-3-031-58056-7_17</a>

Result language
angličtina
Original language name
Epistemic Cognition Triangulated: What Can We Learn about the Theory of Epistemic Beliefs in History from Reassessment of Its Measurement
Original language description
The authors delve into the potential of the theory of epistemic beliefs in history education. While the theory’s conceptual language and perspective are helpful, the primary corresponding measurement tool fails to distinguish between general and situational epistemic beliefs. Drawing on their evaluation of a large-scale history education intervention in Czechia, the authors discuss the ontological and epistemic issues related to the theory’s understanding and measuring of epistemic beliefs and present and enhancement of the theory of epistemic beliefs building on the existing probes into the phenomenon of epistemic wobbling.
Czech name
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Czech description
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Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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