Undergraduate Students’ Beliefs About Knowledge, Information, and Truth

• In Event: Epistemic Beliefs and Learning and Reasoning About Texts

Abstract

While beliefs about knowledge and knowing, epistemic beliefs, have been identified as a key factor in students’ learning, recent research has highlighted the importance of understanding students’ beliefs about information and truth in addition to knowledge. Undergraduate students’ (n=392) beliefs about knowledge, information, and truth, independently and in conjunction with the other constructs, were examined. Additionally, students reported whether they believed their conceptualizations held across domains and contexts. Results indicated that students were generally able to meaningfully differentiate the constructs, and describe their interrelations. A majority of students did not perceive their beliefs as varying across contexts or domains. Findings provide insight for researchers and teachers seeking to understand beliefs as a mechanism for understanding students’ learning processes.

Authors

• Emily M. Grossnickle, Georgetown University

• Alexandra List, The Pennsylvania State University

• Patricia A. Alexander, University of Maryland - College Park