%0 Journal Article %1 citeulike:2085087 %A Opteynde, P. %A Decorte, E. %A Verschaffel, L. %D 2006 %J International Journal of Educational Research %K belief_systems epistemiology mathematics %N 1-2 %P 57--70 %R 10.1016/j.ijer.2006.08.004 %T Epistemic dimensions of students' mathematics-related belief systems %U http://dx.doi.org/10.1016/j.ijer.2006.08.004 %V 45 %X Over the years, research on students' epistemological beliefs has resulted in a growing common understanding but there are still some major points of discussion. Especially, the lack of consensus on the context-general and/or context-specific nature of epistemological beliefs deserves our attention. We argue that research in the field today is mainly characterized by a top-down approach that investigates students' domain-specific beliefs from a general epistemological perspective. Alternatively, we report on one of our studies as well as some other research that takes a bottom-up approach starting from students' domain-specific belief systems and analyzing their epistemic dimensions. Results of these studies point to the highly domain-specific nature of students' beliefs about knowledge and knowing. Therefore, a conceptual distinction between students' general epistemological beliefs and the epistemic dimensions of domain-related belief systems is recommended as a more appropriate way to address the context-general–context-specific discussion on epistemological beliefs.

@article{citeulike:2085087, abstract = {{Over the years, research on students' epistemological beliefs has resulted in a growing common understanding but there are still some major points of discussion. Especially, the lack of consensus on the context-general and/or context-specific nature of epistemological beliefs deserves our attention. We argue that research in the field today is mainly characterized by a top-down approach that investigates students' domain-specific beliefs from a general epistemological perspective. Alternatively, we report on one of our studies as well as some other research that takes a bottom-up approach starting from students' domain-specific belief systems and analyzing their epistemic dimensions. Results of these studies point to the highly domain-specific nature of students' beliefs about knowledge and knowing. Therefore, a conceptual distinction between students' general epistemological beliefs and the epistemic dimensions of domain-related belief systems is recommended as a more appropriate way to address the context-general–context-specific discussion on epistemological beliefs.}}, added-at = {2010-11-30T22:39:03.000+0100}, author = {Opteynde, P. and Decorte, E. and Verschaffel, L.}, biburl = {https://www.bibsonomy.org/bibtex/250ac823485eae63f5cbd9242e40734c1/smatthiesen}, citeulike-article-id = {2085087}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.ijer.2006.08.004}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0883035506000905}, citeulike-linkout-2 = {http://www.sciencedirect.com/science/article/B6VDF-4M27X0J-1/2/4488857b6064e23f0146b5c663c6975d}, doi = {10.1016/j.ijer.2006.08.004}, interhash = {20b351b8c8b881328abd95f1fac1828d}, intrahash = {50ac823485eae63f5cbd9242e40734c1}, issn = {08830355}, journal = {International Journal of Educational Research}, keywords = {belief_systems epistemiology mathematics}, number = {1-2}, pages = {57--70}, posted-at = {2010-08-18 06:44:04}, priority = {1}, timestamp = {2010-12-02T14:32:44.000+0100}, title = {{Epistemic dimensions of students' mathematics-related belief systems}}, url = {http://dx.doi.org/10.1016/j.ijer.2006.08.004}, volume = 45, year = 2006 }