Creencias epistemológicas: premisas constitutivas de perspectivas acerca del conocimiento
Palabras clave:
Creencias epistemológicas, conocimiento, educación superiorResumen
La investigación en creencias epistemológicas se ha extendido considerablemente, sin embargo, en los últimos años se ha abierto un debate relativo a cómo deben deben ser caracterizadas y evaluadas. En este contexto, la presente investigación busca caracterizar estas creencias como premisas constitutivas de perspectivas epistemológicas. 55 estudiantes universitarios de primer año provenientes de cuatro disciplinas académicas fueron evaluados a través del dilema de la construcción de las pirámides egipcias. Dos perspectivas epistemológicas fueron identificadas: una empírica caracterizada por la premisa de que el conocimiento es una sistematización objetiva de observaciones de una realidad unívoca que se materializa en una única explicación posible, y una perspectiva relativista individual que se caracteriza por la premisa de que el conocimiento es una sistematización subjetiva de hechos que da lugar a múltiples explicaciones igualmente válidas. El artículo discute la naturaleza de las premisas, la utilidad de una metodología basada en dilemas y las implicancias para la práctica educativa.Descargas
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Referencias
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Bromme, R., Pieschl, S. y Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition Learning, 5, 7-26.
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Roex A., Clarebout, G., Dory, G. y Degryse, J. (2009). Can ill-structured problems reveal beliefs about medical knowledge and knowing? A focus-group approach. BMC Medical Education, 9, 62.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
Valanides, N. y Angeli, C. (2005). Scaffolding complex learning with a computer modelling tool in a science education methods course. Documento presentado en IADIS: International Conference of CELDA, Porto, Portugal.
Whitmire, E. (2006). The relationship between undergraduate’epistemological beliefs, reflective judgment, and their information-seeking behaviour. Information Processing and Management, 40, 97-111.
Wong, B., Khine, M. S. y Sing, C. C. (2008). Challenges and future directions for personal epistemology research in diverse cultures. En M. S. Khine (Ed.), Knowing, knowledge and beliefs: epistemological studies across diverse cultures (pp. 445-456). Nueva York: Springer Science + Business Media.
Bohman, J. (1991). New philosophy of social science. Cambridge: Polity Press.
Bromme, R., Pieschl, S. y Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition Learning, 5, 7-26.
Godfrey-Smith, P. (2003). Theory and reality: an introduction to the philosophy of science. Chicago: University of Chicago press.
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353-383.
Hofer, B. K. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models. International Journal of Educational Research, 45(1-2), 85-95.
King, P. y Kitchener, K. (1994). Developing reflective judgment. Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
Lynch, M. P. (1998). Truth in context: an essay on pluralism and objectivity. Cambridge: MIT Press.
Patton, M. Q. (2002). Qualitative research & evaluation methods. Londres: Sage.
Perry, W. (1970). Forms of intellectual and ethical development in the college years: a scheme. Nueva York: Holt, Rinehart & Winston.
Ritchie, J, Spencer, L. y O’Connor, W. (2003). Carrying out qualitative analysis. En J. Ritchie y J. Lewis (Eds.), Qualitative research practice: a guide for social science students and researchers (pp. 219-262). Londres: Sage.
Roex A., Clarebout, G., Dory, G. y Degryse, J. (2009). Can ill-structured problems reveal beliefs about medical knowledge and knowing? A focus-group approach. BMC Medical Education, 9, 62.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
Valanides, N. y Angeli, C. (2005). Scaffolding complex learning with a computer modelling tool in a science education methods course. Documento presentado en IADIS: International Conference of CELDA, Porto, Portugal.
Whitmire, E. (2006). The relationship between undergraduate’epistemological beliefs, reflective judgment, and their information-seeking behaviour. Information Processing and Management, 40, 97-111.
Wong, B., Khine, M. S. y Sing, C. C. (2008). Challenges and future directions for personal epistemology research in diverse cultures. En M. S. Khine (Ed.), Knowing, knowledge and beliefs: epistemological studies across diverse cultures (pp. 445-456). Nueva York: Springer Science + Business Media.
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2016-09-20
