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Epistemological considerations in teaching introductory physics
Author(s) -
Hammer David
Publication year - 1995
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.3730790404
Subject(s) - memorization , perspective (graphical) , class (philosophy) , mathematics education , context (archaeology) , epistemology , perception , psychology , philosophy of science , science education , physics education , pedagogy , philosophy , mathematics , paleontology , geometry , biology
Epistemological beliefs are beliefs about knowledge and learning. In a physics class, for example, some students might believe learning consists of memorizing facts and formulas provided by the teacher, whereas others might believe it entails applying and modifying their conceptualizations of phenomena. This article explores, in the context of a debate about velocity from the author's high school physics class, how a perspective of students as having epistemological beliefs might influence a teacher's perceptions of students and intentions for instruction. © 1995 John Wiley & Sons, Inc.