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References Balakrishnan, V., & Narvaez, D. (2016). A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas. Cogent Education, 3( 1), 1–15. Baxter Magolda, M.B. (1993). The convergence of rational and interpersonal knowing in young adults’ epistemological development . Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta. Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. The Journal of Psychology, 132 (2), 187

Technology Journal, 5 (4), 248-259. Öztemel, E. (2003). Yapay sinir ağları . İstanbul: Papatya Yayıncılı. Paechter, M., Rebmann, K., Schloemer, T., Mokwinski, B. T., Hanekamp, Y., & Arendasy, M. (2013). Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German questionnaire based on the Epistemic Belief Inventory (EBI). Current Issues in Education, 16 (1), 1-18. Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children . New York, NY: International University Press. Piaget, J. (1950). Introduction a l’epistemologie genetique . Paris

., & Franco, G. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306-318. Nordgren, L., & Chou, E. (2011). The push and pull of temptation: The bidirectional influence of temptation on self-control. Psychological Science, 22(11), 1386-1390. O’Keefe, P., & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53(0), 70-78. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers (Final

collaboration and participation in research and publishing is complex and depends on many prerequisites ( King et al., 2015 ). These fundamentals can include the following: the level of research-oriented training; training in (academic) writing; the gratification systems for academics and thus the rewards for engaging in practitioner-based research; educational policy and epistemic beliefs about the nature of knowledge and knowing (Markauskaite & Goodyear, 2014). We structured this review within the framework of professional knowledge, EBP ( Sackett, 1996 ) and the