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Forms of Intellectual and Ethical Development in the College Years A Scheme

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... While the developmental stage perspective was first put forward in the 1970s, by Perry [11]. Perry's ideas led to an examination of a developmental model of epistemic beliefs, usually with development from naive beliefs to a more nuanced position [11]. ...
... While the developmental stage perspective was first put forward in the 1970s, by Perry [11]. Perry's ideas led to an examination of a developmental model of epistemic beliefs, usually with development from naive beliefs to a more nuanced position [11]. In line with Perry [11], and King and Kitchener [12] also developed a model of epistemic development in 2002 and by Kuhn in 2000 [13]. ...
... Perry's ideas led to an examination of a developmental model of epistemic beliefs, usually with development from naive beliefs to a more nuanced position [11]. In line with Perry [11], and King and Kitchener [12] also developed a model of epistemic development in 2002 and by Kuhn in 2000 [13]. According to Kuhn et al. [14] the stage of development of an individual's epistemic beliefs starts with the absolutist stage. ...
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It is important for prospective elementary school teachers to know their epistemic beliefs because this is related to beliefs about how to teach in schools and how learning should be done, which are called pedagogical beliefs. This study aims to investigate whether epistemic beliefs can predict the pedagogical beliefs of prospective elementary school students. This research method used a quantitative method with 179 elementary school teacher education students as research subjects. The data obtained were analyzed using a linear regression test. The results of this study indicate that students' epistemic beliefs can predict students' pedagogical beliefs, especially in terms of social studies learning concepts in elementary schools.
... How do we know something is true? The field of personal epistemology launched by William Perry (1970) is now more commonly known by the term 'epistemic beliefs.' It examines people's personal conceptions of how we identify correct answers, how we determine if a source of knowledge is reliable, and our own roles in generating, parsing, and validating knowledge. ...
... It examines people's personal conceptions of how we identify correct answers, how we determine if a source of knowledge is reliable, and our own roles in generating, parsing, and validating knowledge. Perry (1970) conducted longitudinal interviews with male Harvard students about how they navigated decision-making in their lives, and he created a six-stage model. His model served as an entry point for teachers to a domain previously dominated by philosophical approaches; it continues to be the reference point for many despite significant limitations. ...
... Research efforts regarding epistemic beliefs have been dominated by cognitive structures approaches (Briell et al., 2011), which seek to characterize peoples' beliefs about knowledge and knowing. Stage-based models (i.e., Baxter Magolda, 1992;Perry, 1970) were superseded by more nuanced ones, such as Hofer and Pintrich's (1997) highly influential model. These nuanced models posit that individuals develop some aspects of their epistemic beliefs before others. ...
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Engineers generate ethical issues as the systems and products produced by engineering work permeate social, digital, and natural spaces. Motivated by a desire to improve the impact of teaching ethics in engineering, this chapter argues that assessing epistemic cognition offers important insight into how students solve ill-structured ethical problems. Epistemic cognition is the practical application of our ideas about the nature of knowledge – how we identify optimal answers and the roles we allow ourselves in generating or validating knowledge. This chapter examines the interaction between epistemic cognition and van de Poel and Royakkers’ model of moral argumentation skills, which outlines the cognitive steps in a robust ethical decision-making process. Applying Isaac's recently developed epistemic micro-practices model based on direct observations of engineering students’ interactions with knowledge, the chapter considers potential obstacles and pedagogical accelerators of students’ moral argumentation. Given engineering students’ comparatively weak epistemic sophistication, the authors advise ethics instructors to employ pedagogical activities that engage students in the more sophisticated epistemic micro-practices of exercising their own judgment, setting and applying criteria to evaluate competing solutions, and working with more uncertainty. The speed at which new technologies and technological capabilities evolve means that engineers need moral leadership skills to address emerging issues proactively. This chapter argues that epistemic micro-practices offer a tractable way to assess engineering students’ development of epistemic skills for engaging responsibly with ethical problems and, therefore, for evaluating the effectiveness of pedagogical interventions that teach ethics.
... The concept of personal epistemology was first studied in the late 1960s (Perry, 1970). Perry (1970) used college students and found that college students possessed four main stages of beliefs: dualism, multiplism, relativism, and commitment. ...
... The concept of personal epistemology was first studied in the late 1960s (Perry, 1970). Perry (1970) used college students and found that college students possessed four main stages of beliefs: dualism, multiplism, relativism, and commitment. Dualism referred to the view of knowledge as either right or wrong that had to be transmitted by leaders or experts (source). ...
... These four stages reported by Baxter Magolda (1992) were absolute knowing, transitional knowing, independent knowing, and contextual knowing. Like dualism (Perry 1970), Magolda (1992) explained absolute knowing as certainty of knowledge, which was received from authority. Transitional knowledge combined absolute truth as well as uncertainties. ...
... Epistemology is the branch of philosophy that deals with knowledge and beliefs about knowing (Hofer & Pintrich, 1997). Epistemology, which was discussed by Perry (1970), who adopted the Piagetian framework for the first time in the literature as a model, was handled within a developmental perspective by many researchers following his studies (Belenky et al., 1986;Kuhn, 1991;King & Kitchener, 1994;Magolda, 1992). In these studies which were mainly conducted with university students, it was determined that the participants considered knowledge as " something absolute and precise (either right or wrong), simple, easy to understand, has a structure consisting of unrelated parts and is created by an expert and transferred to students", however, when they reached the final year, they believed that "knowledge cannot be absolute and precise, in other words, it can be right or wrong depending on the situation, it has a complex structure consisting of many interrelated parts and is produced by individuals based on evidence through reason or experiments" (Perry, 1968). ...
... In these studies which were mainly conducted with university students, it was determined that the participants considered knowledge as " something absolute and precise (either right or wrong), simple, easy to understand, has a structure consisting of unrelated parts and is created by an expert and transferred to students", however, when they reached the final year, they believed that "knowledge cannot be absolute and precise, in other words, it can be right or wrong depending on the situation, it has a complex structure consisting of many interrelated parts and is produced by individuals based on evidence through reason or experiments" (Perry, 1968). According to this developmental perspective, individuals' epistemological beliefs develop in parallel with the increase in age, social interaction, and education levels over time (Perry, 1970). ...
... The compatibility of Perry's (1970) epistemological belief model (Intellectual and Ethical Development) and other successive developmental models with the constructivist perspective, which had a broad repercussion in the field of educational sciences, enabled the prevalence of developmental models in the relevant literature for a long time. On the other hand, epistemic development is discussed as a whole in one dimension in all these developmental models. ...
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This research study aimed to investigate the relationships among self-efficacy beliefs, epistemological beliefs, and digital literacy skills of university students who took courses through compulsory distance education throughout the COVID-19 pandemic. In this context, a structural equation model was proposed by reviewing the research studies in the literature. The proposed structural model was analyzed and discussed based on the literature. One thousand, six hundred and forty-four (1644) students studying in a university in Turkey voluntarily participated in the study. “Online learning self-efficacy scale”, “Online specific epistemological beliefs scale” and “Digital literacy scale” were used as the data collection tools in the research. According to the results of the study, participants' online self-efficacy beliefs were found to be effective on their online epistemological beliefs and digital literacy. Furthermore, it was observed that online epistemological beliefs were also effective in digital literacy skills. Suggestions were made according to the results of the study. Keywords: Digital literacy skills; E-learning; higher education; online specific epistemological beliefs; self-efficacy beliefs.
... Unlike technical skills, which can be acquired and assessed discretely, intellectual and social abilities of students slowly mature throughout their education. 4,5,6 In our earlier work, for example, we have identified that teamwork skills and awareness in engineering students leap after the third year, specifically when they are involved in internships or capstone design experiences. 4 Furthermore, teamwork skills are personal and highly subjective. ...
... 4,5,6 In our earlier work, for example, we have identified that teamwork skills and awareness in engineering students leap after the third year, specifically when they are involved in internships or capstone design experiences. 4 Furthermore, teamwork skills are personal and highly subjective. ...
... While the term was introduced by Kitchner (1983), Perry's (1970) scheme of intellectual development is widely recognized as the pioneering work in epistemic cognition, being among the first to reveal how traditional college-age learners' thinking evolved from a dualistic/ objective worldview to one where context and contingencies highlight the complexities with knowledge claims. Studies have largely validated Perry's (1970) developmental positions (Erwin, 1983;Fago, 1995), and the scheme has been indirectly confirmed with a plethora of model variants in the neo-Piagetian tradition (e.g., Belenky et al., 1986;King & Kitchener, 1994;Kuhn et al., 2000;Sinnott, 1998).These models have accompanying instruments that measure epistemic cognition as a general cognitive structure developing largely in emerging adulthood and operating in a wide variety of contexts and situations (Kallio, 2020;Mason, 2016). ...
... While the term was introduced by Kitchner (1983), Perry's (1970) scheme of intellectual development is widely recognized as the pioneering work in epistemic cognition, being among the first to reveal how traditional college-age learners' thinking evolved from a dualistic/ objective worldview to one where context and contingencies highlight the complexities with knowledge claims. Studies have largely validated Perry's (1970) developmental positions (Erwin, 1983;Fago, 1995), and the scheme has been indirectly confirmed with a plethora of model variants in the neo-Piagetian tradition (e.g., Belenky et al., 1986;King & Kitchener, 1994;Kuhn et al., 2000;Sinnott, 1998).These models have accompanying instruments that measure epistemic cognition as a general cognitive structure developing largely in emerging adulthood and operating in a wide variety of contexts and situations (Kallio, 2020;Mason, 2016). For example, in Kuhn et al.'s (2000) prominent model of epistemological understanding, individuals develop along a continuum that bespeaks coordinating subjectivity and objectivity. ...
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Complex cognitive processes have been broadly categorized into three general domains: first-order cognition (i.e., thinking directed to solve problems), metacog-nition (i.e., thinking about one's thinking during problem-solving), and epistemic cognition (i.e., thinking about the epistemic nature of problems and beliefs about criteria for knowledge justification). Few, if any studies, have empirically examined the conditional dependencies between a large inventory of components simultaneously. This paper aims to contribute the first set of preliminary explorations into the interrelationships between different thinking and reasoning components that represent key aspects of emerging adult cognitive processing using a psychological network approach. In two cross-sectional studies (combined N = 1496), data was collected from undergraduate students enrolled at a large public university. Scrutiny of the networks suggests that thinking dispositions and competency with probability are key bridges between metacognitive abilities and epistemic beliefs. Implications for instruction are discussed.
... The educational psychologist William Perry characterized changes like those described above as "an intellectual Pilgrim's Progress" (cited in Hofer & Pintrich, 2012). Perry's seminal work on intellectual and ethical growth among college students in the USA in the 1950s and 1960s showed how the complexity of their moral understanding grew during their undergraduate years (e.g., Perry, 1999). In the stage model Perry developed, he depicted an early phase of ethical development in which students tend to view knowledge and authority in simplistic, black-and-white terms. ...
Chapter
Grounded in basic knowledge about human nature and universal needs, the humanistic theory of wellbeing (HTW) proposes that a life is good to the extent that it allows us to perform our humanness well. A well-performed humanness is further defined as the fulfillment of three universal human needs: the need for stability, the need for change, and the need to and for care. Stability is essential for survival, and all biological structures—from DNA molecules to entire bodies and even social groups—need to preserve a high level of orderliness. Homeostasis is a core stability mechanism, but other exists, such as assimilation in the Piagetian tradition or emotional security in Bowlby’s attachment theory. Achieving a goal is also a stability process. The need for stability interacts dynamically with the need for change. Replacing a cell structure, transforming an egg to a chicken, cognitive growth, and improved cultural knowledge are examples of changes that ensure survival. Accommodation in the Piagetian sense and exploration in Bowlby’s theory are also change processes, and the interplay between the safety of a “secure base” and the exploration of new territories is an example of the dynamics between stability needs and change needs. The facilitation of change can be stimulated by reflective judgments originating in wisdom, moral concerns, and a readiness to develop one’s human potentials. Humans are cooperative and dependent. They therefore need to care about each other. Evolutionary, care needs originated with what Churchland calls the “snuggle for survival,” particularly with the intensified orientation toward one’s offspring. This caring orientation was later amplified by selection pressure on sociability. With the birth of human culture, care for others became foundational for the sophisticated social skills that make our humanness possible and unique. For example, when people collaborate toward a joint goal, the wellbeing of all becomes a common concern, and the need to care for each other becomes vital. The relationships between the three universal needs and the wellbeing concepts adopted by the HTW are organized as a hierarchical taxonomy. Concepts identified with stability are referred to as hedonic wellbeing (HWB). Concepts identified with change are referred to as eudaimonic wellbeing (EWB). Care needs intervene on both HWB and EWB. HWB means to be well in the sense of spontaneously like one’s life. HWB comprises two subdimensions: harmony feelings and spontaneous judgments. Prototypical harmony feelings are tranquility, contentment, happiness, and joy. Social feelings such as empathy and love are also harmony feelings. In terms of valence, high levels of pleasure often co-occur with harmony feelings. Spontaneous judgments comprise the thinking element of HWB. The most important indicator of spontaneous judgments is life satisfaction, but domain satisfaction and the presence of meaning in life are also included in this category. EWB means to be well in the sense of becoming a better human being. EWB comprises three subdimensions: opportunity feelings, reflective judgments, and betterment orientations. Prototypical opportunity feelings are interest, engagement, immersion, and wonder/awe. Social feelings such as compassion and romantic love are included as well. Valence is a less salient feature of opportunity feelings, and the levels of pleasure and displeasure vary. Reflective judgments comprise the thinking element of EWB, with wisdom and morality as the most important indicators. In addition to the feeling dimension and the thinking dimension, EWB is further defined by an improvement indicator, referred to as betterment orientations. Personal growth, the search for meaning in life, and a will to be a good human being are important betterment orientations. The taxonomy of humanistic wellbeing accounts for many concepts and their relationships. To summarize them in a definition, HTW suggests that being well means to like one’s life for the right reasons. A life is liked if it feels good and is thought of as good by the person who lives it. The “right reasons” part of the definition is normative and refers to this idea: To count as indicators of a life that goes well, our likings must not violate a small set of humanistic values, specified as respecting basic human rights, avoiding preventable harm, and accepting an ethics of care. The humanistic values are included as background assumptions in the HTW. The values are justified by a combination of empirical evidence—such as the universal need for care—and feminist epistemology. Thus, a value can be regarded as reasonable if it survives the open criticism from a scientific community of peers. From the perspective of feminist epistemology, science is an interactive and social activity. This suggests that new knowledge produces changes in the world and that an altered world in turn provides revised understandings. A humanistic theory of wellbeing is therefore a product of a certain worldview and will hopefully have the potential to contribute to a revised worldview and a better world in return.
... Piaget's theory, reflecting the convergence of philosophy and psychology, outlines the stages of intellectual development and the acquisition of knowledge (Hofer & Pintrich, 1997). Perry extended this understanding by exploring college students' epistemic growth through his own theoretical framework, identifying four developmental stages: dualism, multiplicity, relativism, and commitment (Perry, 1970). ...
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This study examined the relationship between pre-service teachers’ epistemological views and their assessment conceptions, as well as how epistemological beliefs and their components contribute to the variation in their assessment conceptions. Utilizing a quantitative descriptive correlational research design, data were collected from 197 pre-service teachers at Fitche College of Teacher Education in Ethiopia through the Epistemological Belief Questionnaire and Assessment Conception Questionnaire. The analysis involved correlation and multiple regression techniques. The findings revealed a significant association between epistemological beliefs and assessment conceptions with a strong correlation in the ‘omniscient authority’ and ‘simple knowledge’ sub-dimensions. However, the ‘quick learning’ sub-dimension exhibited a weaker relationship. Furthermore, pre-service teachers showed a high level of agreement with the concepts of improvement and school accountability, whereas agreement with the irrelevance of assessment was moderate, yet students’ accountability was not significantly related to their epistemological beliefs. Generally, the findings of the study uncovered a meaningful correlation between pre-service teachers’ epistemological beliefs and their conceptions of assessment. This study’s findings could highlight the need to incorporate progressive assessment concepts and advanced epistemological beliefs into educational programs such as teacher education to improve pre-service teachers’ professional beliefs and competencies that would have cascaded effects on the school teaching-learning.
... Dignath (2016) identified three types of teacher beliefs related to SRL: epistemological beliefs, beliefs on SRL promotion, and selfefficacy beliefs. Epistemological beliefs include beliefs on knowledge, such as learning theories and systems (Schommer-Aikins, 2004;Perry, 1970). Beliefs on SRL promotion include the perceptions of instructional SRL-related pedagogy (Lombaerts et al., 2009). ...
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Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills. Teachers are essential to promoting SRL in learners, yet infrequently teach these learning strategies in classrooms. We addressed three research questions: (1) How do K–5 teachers implement SRL in their teaching?, (2) How is the use of SRL strategies linked to their self-efficacy or confidence in teaching?, and (3) How do teachers differ in their use of SRL depending on school type (public vs. private)? Semi-structured interviews were conducted with 12 primary in-service teachers, sampled equally from one public and one private school, to explore their SRL practices. They frequently utilized SRL in implicit ways. Further themes included setting goals based on student needs, monitoring student progress, and thereby adapting instruction. Teachers were largely confident about incorporating SRL into their instruction. Public school participants relied on time management and tracked student progress in more summative ways than their private school counterparts.
... Moderate to generally supportive results have been uncovered for Hirschi's (1969) theory of deviant behavior (Agnew, 1985;Chui & Chan, 2012;Jenkins, 1997;Ryan & Claessens, 2013), but with the exception of only one study (Ferdik, Wolfe, & Blasco, 2014), few authors have explored whether variations in college-based social bonds are related to perceptions of law enforcement legitimacy. Given how a collection of studies have revealed positive associations between scholastic-based socialization experiences and general perceptions of the police (Astin, 1993;Pascarella & Terenzini, 1991;Perry, 1999;Wu, Lake, & Cao, 2015), we argue for an extension of the literature on perceived police legitimacy. ...
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Research has found that when private citizens view law enforcement as legitimate authority figures, they are more likely to obey laws and voluntarily comply with police demands. Although procedural justice has shown to be an important predictor of perceived police legitimacy, a recent line of studies has found other significant correlates of this outcome, including media exposure, ethnic identity and strain. To date, however, few studies have explored the role collegiate-based informal social controls play in predicting law enforcement legitimacy evaluations. Using questionnaire data from a convenience sample of college students, linear regression equations were estimated to explore whether Hirschi's four social bond measures predict the obligation to obey and trust in police constructs of police legitimacy. Across both models and even after controlling for procedural justice, respondent beliefs were positively correlated with these measures. Theoretical and policy implications are discussed. ARTICLE HISTORY
... However, a major challenge is the assessment of professional skill development. Contrary to the technical skills in a particular discipline that are acquired and assessed directly, professional skills develop progressively throughout one's education and beyond [4,11,12], and hence are more challenging to assess. In some instances, it is also difficult to establish which skills are personality characteristics of individuals, and which ones can be developed through education. ...
... Different researchers in mathematics education categorize the beliefs in different ways and these researchers provide different theories. The philosophy guiding both mathematics and mathematics education is a fundamental aspect (Ernest, 1988;Perry, 1970). Consequently, it is essential for researchers to examine and understand teachers' expressed beliefs by considering mathematical philosophies. ...
Article
This study aimed to investigate the espoused beliefs held by secondary-level mathematics teachers about mathematics and its teaching and learning processes. The research employed a quantitative survey design, focusing on four districts (Chitwan, Makawanpur, Gorkha, and Parsa) as representatives of Nepal. The selection of 168 mathematics teachers from these districts utilized proportional allocation of stratified random sampling. A questionnaire, employing a Likert five-point scale, was designed to collect data on teachers' espoused beliefs. The results revealed a prevalent alignment of secondary-level mathematics teachers' espoused beliefs with the fallibilist philosophy of mathematics. Additionally, the findings indicated a strong inclination towards the use of the constructivist method in teaching mathematics. This research contributes valuable insights into the prevailing beliefs among mathematics teachers at the secondary level, providing a basis for understanding their perspectives on the nature of mathematics and preferred teaching methodologies.
... Team teaching was found to help multiple disciplines collaboratively design a curriculum and facilitate learning (Collins, 2017;Petri, 2010). The method helps students develop tolerance to multiplicity and realise the relativism, contingent and contextual nature of beliefs, theories and values (Herrón, 2010;Perry, 1999), which gears them to embrace IKI. Anderson and Speck (1998) agreed that team teaching encourages multiple perspectives, dialogue and engagement, which enrich teaching and learning. ...
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This study explored the social causes of lecturers' and student-teachers' fragmented use of course knowledge in the Midlands Province, Zimbabwe, to identify strategies that can promote knowledge interdisciplinarity. It is undergirded by Antonio Gramsci's cultural hegemony theory, which postulates that society uses social institutions, such as education, to perpetuate cultural domination. The study was conducted at three teacher training institutions and adopted a qualitative approach and a case study design involving 90 participants purposively sampled as the critical case. Structured interviews, document analysis, and observation methods were used to generate data. The findings are that disciplinarity, dominant, powerful subjects, and knowledge categorisation/ranking are the social forces influencing knowledge compartmentalisation by lecturers and preservice teachers. It also noted that animosity among staff members incite separate use of different forms of subject knowledge in teacher training institutions. The causes of stakeholders' fragmented use of course content were established, which should be used holistically. The study recommends promoting interdisciplinarity in college course content to enrich the ideas and experiences of lecturers, student-teachers, and other stakeholders.
... Within the last 20 years, transition advocates have shined a light onto the sophomore and senior year experience to elevate awareness of the challenges students face and encourage the creation of support programs for these critical years (Kranzow & Foote, 2018; National Center for the First-Year Experience and Students in Transition, n.d.; Schaller, 2018;Schreiner, 2018;Schreiner et al., 2012;Tobolowsky, 2008;Young, 2018). Yet, a student's cognitive, intellectual, and moral development level can affect academic persistence and the coping strategies employed in times of challenge or crisis (Baxter Magolda et al., 2010;Chickering, 1969;Perry, 1968). Research originating from psychosocial disciplines focused on students' sense of belonging, self-efficacy, and life purpose proffers a holistic analysis for the study of college student transitions (Bandura, 1995(Bandura, , 1997Baxter Magolda, 2009;DeWitz et al., 2009;Schaller, 2005;Vuong et al., 2010). ...
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This study centered on sophomore college students’ self-efficacy and intent to persist in higher education. Higher levels of self-efficacy were reported by participants who self-identified as heterosexual and on the Social Efficacy and Course Efficacy subscales. Further, the analyses revealed the distribution of scores in overall self-efficacy (p = .048) and social efficacy (p = .014) was lower among respondents who did not intend to return to higher education. These findings hold implications for the transformation of the first-year seminar, development of academic embedded seminars, and enhancement of academic and faculty relationships.
... I vardagliga sammanhang anser vi oss övertygade när vi fått belägg för en ståndpunkt antingen via auktoriteter som vi litar på eller genom att vår erfarenhet övertygat oss. Kunskapssynen är ofta absolut: utsagor är sanna eller falska oberoende av gjorda antaganden (se Perry, 1970). För elever blir den vardagliga rationaliteten en utgångspunkt när de närmar sig ett akademiskt ämne: de sätter sin lit till lärare och till facit, de låter sig övertygas av enskilda exempel och observerar inte alltid tolkningsförutsättningar när de möter texter och uppgifter. ...
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Sedan mitten av 70-talet har pedagogiska studier av kunskapsbildning innehållsrelaterats. Det innehållsrelaterade synsättet får konsekvenser för inriktningen av den ämnesdidaktiska forskningen. Ämnesdidaktiken rör sig i gränslandet mellan vetenskaper och artikeln beskriver hur forskare, som företräder olika ämnen, här pedagogik och matematik, kan föra en dialog över ett empiriskt material, där de skilda perspektiven nyttjas för att kasta ljus över kunskapsbildningsprocessen. Data hämtas från studier av 11-åringar som löser en matematisk uppgift i grupp och av studenter inom högskolans grundutbildning som arbetar med en uppgift som handlar om matematisk induktion. Analyserna av elevernas förståelse av de givna uppgifterna görs ur ett intentionelit perspektiv, där elevernas tolkningar av uppgiften fokuseras. Det intentionella perspektivet är dialogiskt och därför väl lämpat för tvärvetenskapligt samarbete. I artikeln argumenteras för fruktbarheten i en sådan dialogisk ansats.
... According to Perry [30], epistemological beliefs are the individual's questions about the nature of knowledge, such as how knowledge is obtained, what it is, its certainty, and what its measurements are. Epistemology basically starts from the question "what is knowledge?" ...
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p>This study, which examines the epistemological belief levels of gifted students in the context of demographic characteristics such as gender, age, grade level, pre-kindergarten education, and parents’ educational status, is a causal comparison research. The study sample of the research consists of 203 students who are enrolled in the Science and Art Center in the central district of Kütahya province during the 2021–2022 academic year in Turkey. Survey model, one of the quantitative research methods, was used in the research. Two data collection tools were used in the study. According to the findings, there was no statistically significant difference between the students’ epistemological belief levels depending on their gender (p=0.464) and kindergarten education (p=0.069). However, statistically significant differences were determined in terms of age, gender and parent education variables. The data obtained shows that students whose fathers are university graduates have a higher average score on the epistemological belief scale. A significant relationship was found between father’s education level and the epistemological belief levels of gifted students. It is of critical importance that gifted students have many contemporary skills, including a contemporary epistemological belief, considering the place of these individuals in society.</p
... Another approach, rooted in cognitive development theory (Black & Allen, 2017;Jackson, 2007), aligns with the 'Perry scheme' (Perry, 1970), which posits nine cognitive stages that university students progress through during their studies. ...
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This dissertation explores the development and promotion of critical online reasoning (COR) skills among medical students in their clinical year, as well as law and teacher education trainees in Germany. Given the challenges posed by digitalization and the accompanying increase in online information, the ability to identify and critically evaluate trustworthy information is deemed essential for evidence-based practice in these professions. Through four sub-studies, the current state of COR competencies, as well as the need and feasibility of targeted digital training interventions, are examined. The findings highlight the necessity for better integration of COR into academic curricula and indicate that targeted digital training programs can be promising approaches to enhancing these skills.
... This difference is documented in many studies. For example, Perry (1999) shows how students progress through stages of intellectual and ethical development during their academic careers. He argues that undergraduates often view knowledge as dualistic (right vs. wrong), whereas more advanced students, such as postgraduates, develop greater cognitive complexity, recognizing uncertainty and ambiguity. ...
Article
ABSTRACT Reflective skills are very important for university students’ personal and professional development. One way of developing these skills is training students in writing reflective reports. The purpose of this study is to investigate the use of reflective reports in higher education and their role in developing reflective skills. Both MA and BA students at the Department of English Studies of Ibnou Zohr University were asked to write a reflective report on a weekly basis reflecting on the previous session of their course. The students were guided to use Gibbs’ (1988) model which encourages thinking systematically about experiences during a specific situation, event, or activity. The students received regular feedback on their reports. One objective of the study is to investigate the students’ perceptions of the role of reflective reports in developing reflective and critical thinking skills using a questionnaire. Another objective is to investigate the development of these skills by analyzing the content of the reports. Given the difference in the students’ levels, another objective is to compare the findings of the two groups to investigate whether the role of reflective reports is affected by the students’ level (undergraduate vs postgraduate). The study has significant implications for higher education in Morocco. KEYWORDS: Reflective reportsreflective skillsGibbs’ reflective cyclecritical thinking
... A Epistemologia pessoal (Personal Epistemology) constitui uma área de pesquisa educacional que se desenvolveu a partir dos anos 70 do século passado, sob o pressuposto de que, em situações de aprendizagem, a forma como o aprendente concebe e se engaja no processo de aquisição de conhecimento é influenciada pelas suas crenças sobre o conhecimento e sobre o processo através do qual esse conhecimento é adquirido (Hofer, 2002(Hofer, , 2004Hofer & Pintrich, 2002;Perry, 1970). Especificamente, postula-se que, basicamente, há dois tipos de crenças, designadamente as 'Crenças ingénuas' e as 'Crenças sofisticadas'. ...
Article
A passagem para o ensino superior é geralmente encarada como um marco muito importante, quer pelo próprio estudante, quer pela sociedade, em geral. Diferenças a nível institucional e factores de ordem pessoal fazem com que essa transição constitua um grande desafio para o estudante. O fraco conhecimento das matérias do próprio ensino secundário, sobretudo em Ciências e Matemática por parte de grande parte dos estudantes que ingressam no ensino superior tem sido visto como um dos mais preocupantes factores, facto que faz com que a transição seja não só desafiante mas até problemática. Programas de ‘nivelamento de conhecimentos’ têm sido adoptados em muitas universidades como forma de suprir esse deficit de conhecimentos. Reconhecendo a relevância mas também as limitações de tal tipo de programas, o presente artigo sugere que, adicionalmente, a questão do perfil epistemológico (i.e. as epistemologias pessoais) dos estudantes seja tida em consideração para uma análise cabal das questões subjacentes à da transição para o ensino superior. Especificamente, baseado num estudo realizado em África – Moçambique, o artigo sugere que a problemática da transição para o ensino superior seja objecto de uma abordagem psico-epistemológica. Achieving higher education is usually seen as an important milestone by the student him/herself and by the society, at large. Institutional differences and personal factors turn the transition to be a huge challenge for the student. Feeble background knowledge of secondary school subjects, mainly in Sciences and Mathematics, has been identified as one of the worrying characteristics of most secondary school leavers, for whom the transition turns out to be rather problematic than just challenging. Thus, ‘knowledge upgrading’ programmes have been adopted in a number of universities, as to fill that knowledge deficit. Acknowledging the relevance as well as the limitations of such programmes, this article points out that students’ epistemological profiles (i.e. their personal epistemologies) should also be taken into account for a more comprehensive approach to the issues beneath the transition to higher education. Specifically, based on a study undertaken in Mozambique – Africa, the article advocates that a psycho-epistemological approach should be considered in addressing the matter of transition.
... Later work by William Perry [38] suggested that acquiring this level of (what was called) formal operations did not represent an end-point for intellectual development, as it was not sufficient to equip learners to cope with situations where they were asked to solve problems in the face of incomplete and messy scenarios (as in many real-life problems) or in situations where decision-making cannot rely upon just the logical analysis of factual data. Increasingly, such demands are made of school children; thus, in many countries, it is now considered important for learners to study socio-scientific issues [39]. ...
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A perspective on learning and teaching that considers knowledge must be constructed by the individual learner using available interpretive resources, and where learners are likely to misconstrue instruction without well-designed teaching that is informed by knowledge of learners’ ideas.
... Perry [10] noted that students change their learning approach as they progress over their college years. Students often begin with a "duality" approach, with a clear view between right and wrong, and move toward "multiplicity," where they recognize that context is important and that there are various valuable sources of knowledge and experience. ...
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Background Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. Objective The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. Methods The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery’s medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. Results The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. Conclusions Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. Trial Registration Open Science Framework 75ku4; https://osf.io/75ku4 International Registered Report Identifier (IRRID) DERR1-10.2196/57229
... Generally, adults are more self-directed and focussed and quite determined and somewhat resilient due to life-experience. Maturity is an obvious difference between these cohorts and (Perry, 1970), illustrates the journey of development and maturation (intellectually at least) of traditional learners through their college years. It is worth noting that most students traditionally attain so-called 'adulthood' whilst attending college, however, it does not mean they are considered 'adult learners', as the term applies. ...
Conference Paper
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Learner engagement with mathematics can oftentimes be sporadic and reactive, but in the context of non-traditional, (part-time, undergraduate) adult learners, perhaps more so. This paper outlines some key areas for investigation and research, begins to outline some of the key literature and theoretical perspectives whilst at all times considering impediments that hinder adult engagement with mathematical learning-both individually and corporately. Moreover, it discusses the hypothesis that learners who disengage do so over time and occupy a series of three zones or so-called 'coping states', which appear to exist within a continuum characterised as reticent, retreating and withdrawn. It is further hypothesised specific, situational triggers exist, which impede learning and precipitate disengagement, and if identified, may be mitigated or ameliorated. The paper's function is to provide the reader with an overview of the study thus far undertaken, the key hypotheses identified and subsequent research questions in advance of undertaking the review of theoretical perspectives and key literature.
... Alanyazın incelendiğinde, öğretmenlerin epistemolojik inançları ile ilgili birçok çalışma yürütüldüğü görülmektedir. Bazı araştırmalarda epistemolojik inançların gelişim düzeyleri incelenmiş (Perry, 1970;Weinstock, 2002), bazıların da epistemolojik inançların yapısı ve boyutları üzerinde durulmuştur (Schommer, 1994;Schommer-Aikins, 2002). Bu anlamda epistemolojik inançların; cinsiyet, yaş, eğitim düzeyi, öğretmenlik alanı, akademik başarı, kültür, zekâ düzeyi, okula karşı tutum, problem çözme stratejileri, ders çalışma stratejileri, öğretme-öğrenme anlayışları, sınıf içi uygulamalar gibi birçok değişken ile ilişkisine odaklanılmıştır (Aypay, 2011;Bıkmaz, 2017;Chan ve Elliot, 2004;Deryakulu, 2004;Erdamar ve Alpan, 2011;Öngen, 2003;Schommer, 1990Schommer, , 1993Schommer ve Dunnel, 1997;). ...
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Bu araştırmanın amacı, sınıf öğretmeni adaylarının normal eğitim-öğretim sürecinin dışında gerçekleşen olağandışı durumlarda eğitim-öğretim sürecine yönelik epistemolojik inançlarının nasıl değişim gösterdiğini ortaya koymaktır. COVID-19 salgını bu amacı gerçekleştirmek için fırsat sağladığı düşünülmüş ve bu değişimi ortaya koymak için salgın öncesi ve sonrasında 4. Sınıf 30 sınıf öğretmeni adayından Öğretmen İnanç Envanteri (ÖİG) ile veriler toplanmıştır. Bu veriler, ÖİG kapsamında hazırlanmış analiz haritası kullanılarak tematik analiz yöntemiyle çözümlenmiştir. Yapılan karşılaştırmalı analizi sonucunda ilk verilere göre öğretmen merkezli veya öğrenci merkezli bakış açısına geçiş yaptığı tespit edilen öğretmen adayları ile değişimin kaynağını anlamak amacıyla çevrimiçi yarı yapılandırılmış görüşme yapılmıştır. Elde edilen bulgular, öğretmen adaylarındaki değişimin kaynağının hoşnutsuzluk olduğu ortaya konmuş olup bu hoşnutsuzluğu türünün ise öğretmen adayına göre değiştiği görülmüştür. Özellikle öğrenci merkezliden öğretmen merkezli yaklaşıma geçiş yapan öğretmen adaylarının değişimi “yapısal hoşnutsuzluk”; öğretmen merkezli bakış açısından öğrenci merkezli bakış açısına geçenler ise “pedagojik hoşnutsuzlukla” açıkladıkları sonucuna ulaşılmıştır. Elde edilen bu sonuçlara uygun olarak uzaktan eğitim analiz haritaları düzenlenerek ekte sunulmuştur.
... For example, Bain [40] advises that we need to continuously check for our own assumptions as educators. For example, the belief that all students are automatically primed and ready for learning in higher education is challenged by Perry [41], whose study of undergraduate students demonstrated that not all students in higher education are uniformly ready for the abstract and higher-order thinking characteristics of higher education settings. He generated a learning continuum which reflects various learning stages commencing with 'received knowers', students who adopt a banking view of knowledge, through to 'commitment', the most desired phase, the point at which students are independent and critical thinkers. ...
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Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during the pandemic and the increasing use of generative AI, are causing a reconsideration about good learning and teaching. This essay provides a futures framework to explore best and next practices in learning and teaching in higher education. Four important and influential papers and reviews are used to consider past and current views of good teaching and learning in higher education. From these, six evidence-informed teaching practices are described as examples of current best-practice views, and then these are developed into possible, plausible, probable, and preferred next practices. This essay provides a stimulus for practitioners and researchers to adopt a futures mindset for thinking about the development of teaching and learning in higher education.
... Besides, the different compositions of the respective groups, regarding their age, study experience and other criteria might also have impacted our results. As shown in former studies (Miguel-Revilla et al., 2020;Nitsche, 2019;Perry, 1970), these factors tend to influence people's epistemic beliefs. ...
... В ряде концепций более высоким по отношению к формальному интеллекту уровнем развития мышления считается «релятивистское» мышление, способное выносить ситуации неопределенности и многопозиционности. В частности, в подходе У. Г. Перри вектор развития мышления представляет ся как направленный от однозначного понимания реальности и тенденции описывать мир в терминах полярностей (как или черный, или белый) и однозначный (что подразумевает ориентацию на авторитетную точку зрения и игнорирование других взглядов) к признанию множества точек зрения и в конечном счете способности в этом множестве принять на себя ответственность и определиться с собственной точкой зрения (Perry, 1970). К релятивистским трактовкам может быть отнесена и известная концепция янусова мышления A. Ротенберга, где акцент делается именно на оппозициях, а не на их диалектическом синтезе . ...
Article
В работе исследуются связи между формально-логическими и диалектическими мыслительными структурами. Представлены материалы эмпирического исследования, полученные на выборке из 161 респондента в возрасте от 18 до 68 лет. Исследование включало методики, направленные на диагностику диалектического мышления, формально-логического мышления и умения устанавливать отношения противоположности в разных контекстах: «Что может быть одновременно?», «Включение классов», «Умозаключения», «Что может быть наоборот?», «Стержни», «Вопрошание». Приводятся свидетельства дискриминативности использованных методик. В исследовании не обнаружено значимых взаимосвязей между формально-логическим и диалектическим мышлением. Результаты позволяют поставить под вопрос тезис о том, что диалектическое мышление является постформальным, и предположить, что оно представляет собой независимую от формального мышления линию когнитивного развития взрослых. При этом наблюдаются свидетельства того, что умение оперировать противоположностями является универсальной характеристикой логического мышления, важной как для формальных операций, так и для диалектического мышления. The work examines the connections between formal-logical and dialectical structures. The article presents the materials of an empirical study obtained on a sample of 161 respondents aged 18 to 68 years. The study used techniques aimed at diagnosing dialectical thinking, formal logical thinking and the ability to establish opposites in different contexts: “What can be at the same time?”, “Inclusion of classes”, “Inference”, “What can be the other way around?”, “Rods “,”Questioning “. The evidence of the discriminative nature of the diagnostic techniques is presented. The study found no significant correlations between formal-logical and dialectical thinking. The results make it possible to question the thesis that dialectical thinking is postformal, and to suggest that it represents an independent line of cognitive development in adults. At the same time, there is evidence that the ability to operate with opposites is a universal characteristic of logical thinking, important both for formal operations and for dialectical thinking.
... Loevinger elmélete hozzájárul az egofejlődés körvonalazásához, amely túlmutat a vonáspszichológia széttagoltságán, és "a személyiséget értelmes egészként" tekinti. Perry rendszere (Perry 1970) azon az elemző munkán alapul, melyben a kognitív és etikai fejlődést egyetemi hallgatóknál vizsgálták. Azt javasolja, hogy a főiskolai hallgatók (de mások is) "utazzanak" át "az intellektuális és erkölcsi fejlődés négy fő szakaszán: a dualizmustól a sokféleségig, a relativizmusig és az elkötelezettségig". ...
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A cikk a prevenciós szakma létrehozásáról szól. A képzési rendszer fejlesztésének igénye adódik annak a kérdésnek a megválaszolásából, hogy a jelen szakokon végzettek tudása elegendő-e a gyakorlatban megjelenő egyéni és társadalmi érdekeknek megfelelő tevékenység végzéséhez? Az észrevehető különbséghez új tartalom innovációja szükséges. A képzés 5.0-ás formájának kialakulásában (Bigirimana 2021) az egyetem korábbi funkcióinak bővítése fontos mind az innovációk befogadását, mind pedig a vállalkozásokra való felkészítést illetően. Különösen fontos ez az új képzési tartalmak és az új kompetenciák kialakítása szempontjából. Innovációnk a professzionális preventor szakma, valamint a fenntartható preventív tevékenységet garantáló, real-time módon működő intézmény létrehozására irányul.
Chapter
This chapter highlights the crucial role of wisdom in improving well-being and happiness within organizations. In high-pressure work environments, employee well-being is essential for success. Wisdom—comprising creativity, curiosity, judgment, love of learning, and perspective, as identified by Peterson and Seligman—is key for navigating complex settings and promoting continuous improvement. The chapter focuses on nurturing these strengths to enhance workforce engagement, satisfaction, and productivity. It explores how cultivating wisdom at various organizational levels boosts happiness and accountability. A conceptual model is proposed to show how wisdom supports organizational happiness and outlines strategies for developing these strengths among employees. By integrating wisdom into organizational practices, leaders can create thriving environments that achieve sustainable success and improved employee engagement, with practical strategies provided for actionable steps.
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The theory of faith development was criticised from a Muslim perspective and a modified bipolar orthogonal dimensional version of the model (low-to-high level of cognitive development vs low-to-high level of commitment) was offered in two previous studies. The aim of this study is to provide empirical findings to justify the modified version of religiosity styles in a Muslim context. To this end, two sets of data were employed by utilising a group comparison design. In study I, the sample (n=934) was selected conveniently from the campuses of 3 different Turkish state universities (454 men and 480 women with a mean age of 22). The instruments used for data collection in study I was gained from the items of previously developed scales aimed to measure Muslim religiosity schemas. In study II, a second mixed sample of 165 was selected among university students as well as among public people (54 men and 111 women with a mean age of 28). The instrument for data collection was formed by transforming the Likert response set of previously employed scales into semantic differential mode and adding a number of new items into the battery to cover further areas in the model. Data were analysed using factor analysis, item analysis, and correlation analyses. The results broadly supported the theoretically proposed bipolar orthogonal dimensional model of religiosity styles justifying 5 out of the theoretically designed eight dimensions, briefly named compassionate (conjunctive-committed), enlightened (conjunctive – uncommitted), apologetic (individuative-committed), dialectical (Individuative-uncommitted), conforming (synthetic-conventional – committed), dissent (Synthetic-conventional – uncommitted), particularistic (mythic-literal – committed), and antagonistic (mythic-literal – uncommitted) religiosity styles. The correlations between variables explained according to the proposed model
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At an Eastern Canadian University, the institution led an intervention to help students cope with the drastic changes brought on by COVID-19. As the transition to online learning began, it was crucial that the institution become aware of the challenges that students were experiencing, and if certain factors impacted some students more than others. Four waves of data collection interspersed with subsequent resource implementation have provided insight into the challenges students have been experiencing and an understanding of how students have been able to transition successfully to online learning. Throughout this chapter, there will be an exploration of how international students, domestic students, women in STEM, and first-year students transition to online learning. We present insights into how first-year students are experiencing greater transition challenges, how international students are coping with virtual learning without having campus engagement, and how women in STEM are faring relative to other STEM students.
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