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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Teachers and the Epistemology of History

ISBN

978-3-031-58056-7

Počet stran výsledku

18

Strana od-do

307–324

Počet stran knihy

376

Název nakladatele

Palgrave Macmillan

Místo vydání

Cham

Kód UT WoS kapitoly

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