Psychology Paper Generating a Personal Learning Epistemology
Running head: PERSONAL EPISTEMOLOGY 0
Personal Epistemology
Laurie Schaalma
PSY 620 Learning and Cognition
Instructor: Kelly Lauck
June 23, 2017
Personal Epistemology
Scholars concerned with student’s views on the nature of knowledge and the potential effect of such related views on the reasoning as well as learning have not yet reached a consensus on the best definition of personal epistemology. On the other hand, however, other such as Pintrich and Hofer argue that personal epistemology relates to views about the origin and nature of knowledge and knowing but not views on the nature of learning. In this commentary, however, it is important to point out that the scope of personal epistemology should not be exclusively decided on entirely a priori. Relatively, the decision should be hinged on theoretical and empirical developments. If an individuals’ view about the nature of knowledge turns out to be different from the view about the nature of learning, then it makes absolute sense to define the two areas of studies that correspond to the two separable sets of what is considered as psychological constructs.
From a neutral perspective, however, empirical results support the interpretation that knowledge is inseparable with views on learning. Technically, psychological research on personal epistemology has not been efficient. However, from a conflation of beliefs on knowledge as well as beliefs about learning, they are typically related to an individual’s beliefs on the concept of knowledge is likely to influence the way through which one approaches learning (Alpaslan, 2017). One of the flaws associated with personal epistemology has been to infer expressed beliefs about how to productively learn to reflect epistemological beliefs. This is opposed to the other motives or beliefs. A comprehensive example can be derived from the story of Ellen. Ellen is presented as a university who had initially approached her pre-med physics course with a lot of expectations believing that the formula and concepts that could be used would make sense to her. Her expectations on the Course however soon changed. Relatively, she soon enough came to believe that the class laid emphasis on rote problem solving and that trying to force herself to understand the concepts more deeply would in contrary lower her grades. Technically, this was credited to the fact that the time spent on trying to figure out these concepts could be effectively used in memorization and practice. Consequently, Ellen abandoned her sense-making approach after a couple of weeks. On the other hand, however, she never abandoned her beliefs on what it means to know physics (Wang, Zhou & Shen, 2016). Simply put, although her expectations changed, her epistemology remained intact and was not affected by the experience.
The role of personal epistemology in intellectual development, education and learning has been investigated for a long time. Research indicates that epistemological understanding has fundamental implications for learning. In connection, beliefs on the nature of knowledge may in a way or another influence what is considered as strategy use, cognitive processing, and conceptual change learning. Measurements of epistemic beliefs have been formulated in the USA and then comprehensively applied in other cultures through translating the existing instruments and presuming similar factors structures. In higher education, personal epistemology is a key field. The field has proved promising because it focuses on learning aims of several contemporary universities (Falmagne, Iselin, Todorova & Welsh, 2013). Some of these key areas tackled under the field of personal epistemology include creative and critical thinking and the development of students. There also exist serious conceptual problems in the theoretical framework of personal epistemology. One feature that stands out, however, is that personal epistemology models are not exclusively based on empirical data from developmental psychology but feature normative philosophical elements. Also, it is important to consider the acceptance of relativism in the theoretical framework of personal epistemology. The concept of fallibilism which has been overlooked forced theorist of personal epistemological to choose between naïve realism and relativism. Most of the time, the choice is embedded on relativism which has led to a loss of adequate definitions for what is considered as epistemological notions of certainty and objectivity (Barzilai & Zohar, 2014). Consequently, the recognition of epistemology fallibilism would be comprehensively beneficial to personal epistemology’s theoretical framework and personal epistemology. Perry’s developmental approach offered a foundational theory of how students move from a dualist level to more relativist levels of epistemology understanding. Personal epistemology has been explored through either applying quantitative Likert-type scales or quantitative interview setting. In relation, previous research conducted on personal epistemology revealed that the development of academic thinking from dualistic to evaluativist thinking.
However, recent reviews have challenged the outcomes of previous research on the growth process of personal epistemology. The development of this field has been difficult to explore and to evaluate critically (Sandoval, 2014). Likert-type measurement, as well as questioners, failed to indicate the development as well as the growth of personal epistemology. Instead of these methods, qualitative methods have proved more reliable. In educational psychology, the area of study concerns itself with the relation between epistemic beliefs, other cognitive process and achievements (Vardi, 2015). The challenge has also through the years been to reach a consensus on ontology, terminology, and dimensionality among the researchers examining personal epistemology. Also, researchers also hold diverse views on the stable versus unstable nature and on the context dependency of personal epistemology.
Previous research on student’s epistemology has primarily been quantitative, showing the relations between epistemic profiles and the regulation of cognition as well as problem-solving. The use of PEP measures indicates that epistemological dimensions reflect three epistemic profiles, that is:
Rationalism (conceptualization)
Empiricism (Perceiving)
Metaphorism (symbolizing)
The results of such a study will indicate epistemic beliefs are closely linked to self-regulating learning and achievement. Also, the results provide evidence that the approach of students to problem-solving will automatically be consistent with their performance in problem-solving.
In summary, research findings have provided a unique picture of individual personal epistemology profiles exclusively among theology, psychology and pharmacy students. When teachers identify and acknowledge the role of personal epistemology in successful academic achievement, they will make more emphasis on ensuring students discuss disciplinary questions of epistemology. Also, teachers should encourage students to evaluate knowledge and the existing methods of knowing to promote the development of personal epistemology.
References
Alpaslan, M. M. (2017). The relationship between personal epistemology and self-regulation among Turkish elementary school students. The Journal of Educational Research, 110(4), 405-414.
Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13-35.
Falmagne, R. J., Iselin, M. G., Todorova, I. L., & Welsh, J. A. (2013). Reasoning and personal epistemology: A critical reconstruction. Theory & Psychology, 23(5), 616-638.
Sandoval, W. (2014). Science education's need for a theory of epistemological development. Science Education, 98(3), 383-387.
Vardi, I. (2015). The Relationship between Self-Regulation, Personal Epistemology, and Becoming a “Critical Thinker”: Implications for Pedagogy. In the Palgrave handbook of critical thinking in higher education (pp. 197-212). Palgrave Macmillan US.
Wang, X., Zhou, J., & Shen, J. (2016). Personal epistemology across different judgement domains: effects of grade level and school curriculum. Educational Psychology, 36(1), 159-175.
