Culture and personal epistemology: U.S. and middle eastern students' beliefs about scientific knowledge and knowing

被引：1

作者：

Karabenick S.A. ^{[1
]}

Moosa S. ^{[2
]}

机构：

[1] Combined Program in Education and Psychology, 1400D School of Education Building, University of Michigan, Ann Arbor

[2] College of Education, Sultan Qaboos University, Muscat

来源：

Social Psychology of Education | 2005年 / 8卷 / 4期

关键词：

Gender Difference; College Student; Scientific Knowledge; High School Student; Educational Research;

D O I：

10.1007/s11218-005-1826-3

中图分类号：

学科分类号：

摘要：

Middle Eastern (Omani) and Western (U.S.) students' beliefs about knowledge and knowing in the sciences were compared on four dimensions of personal epistemology proposed by Hofer and Pintrich (Review of Educational Research (1997), 67, 88-140). As predicted, given their experiences with comparatively traditional political and religious institutions, Omani more so than U.S. college students were more likely to accept scientific authorities as the basis of scientific truth. Furthermore, Omani men were more accepting of authorities than were Omani women, but there was no gender difference among U.S. students. Omani more than U.S. students also believed that knowledge in the sciences was simpler and more certain, which is consistent with comparisons between U.S. and Asian students (e.g., Qian & Pan, 2002, A comparision of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistomology: The psychology of beliefs about knowledge and knowing (pp. 365-385), Mahwah, NJ: Erlbaum). Students in the two countries did not differ, however, in whether their beliefs were based on personal opinions versus systematic evidence. Suggestions for further research included directly assessing experiences with, and attitudes toward, authorities in academic and other areas of students' lives. © Springer 2005.

引用

页码：375 / 393

页数：18

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