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We discuss a case study of the influence of epistemology on learning for astudent in an introductory college physics course. An analysis of videotapedclass work, written work, and interviews indicates that many of the student'sdifficulties were epistemological in nature. Our primary goal is to showinstructors and curriculum developers that a student's epistemological stance -her ideas about knowledge and learning - can have a direct, causal influence onher learning of physics. This influence exists even when research-basedcurriculum materials provide implicit epistemological support. For this reason,curriculum materials and teaching techniques could become more effective byexplicitly attending to students' epistemologies.Comment: 11 pages, 1 figure, accepted to the American Journal of Physic

The impact of epistemology on learning: A case study from introductory physics