Epistemic Justification and Interest as Predictors of Preservice Teachers' Topic Beliefs and Knowledge (Poster 12)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

This study examines the relationships between individuals’ epistemic justification, interest, topic beliefs, and topic knowledge related to the deep learning pedagogical approach in a sample of 150 pre-service teachers. In contrast to much of the previous research, personal justification and justification by authority emerge as potent positive predictors of interest and topic beliefs, while justification by multiple sources does not predict anything. The paper raises questions about whether the individual’s familiarity within a domain or topic can impact how the various types of justification predict learning and performance.

Authors

• Christian Brandmo, University of Oslo
  Presenting Author

• Helge I. Stromso, University of Oslo
  Non-Presenting Author

• Ivar Braten, University of Oslo
  Non-Presenting Author

• Leila Eve Ferguson, Høyskolen Kristiania
  Non-Presenting Author

• Oistein Anmarkrud, University of Oslo
  Non-Presenting Author