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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/18990

Title: The Relationship between Children’s, Adolescents’, and Adults’ Epistemological Development and Their Evaluation of Different Teaching Methods
Authors: Watson, Sarah
Advisor: Helwig, Charles C.
Department: Psychology
Keywords: epistemology
pedagogy
theory of mind
child development
educational psychology
Issue Date: 17-Feb-2010
Abstract: This study assessed the relationship between children’s, adolescents’, and adults’ epistemological development and their evaluations of different teaching methods. Participants were presented with different teaching scenarios in which the domain (scientific or moral), nature (controversial or noncontroversial), and method (lecture or discussion) were varied to determine if this affected participants’ rating of the scenarios. Epistemological development was assessed in three domains: aesthetic, value (moral), and physical truth (science). Ninety-six participants (7–8-, 10–11-, 13–14-year-olds, and college students) were included in the study. In general, it was discovered that older participants (13-14-year-olds and college students) preferred discussion methods, while younger participants (7-8 and 10-11-year-olds) did not discriminate between lectures or discussions. However, all participants took the domain, nature, and method into consideration. Epistemological development was predictive of participants’ preference for teaching methods, but only in the value domain.
URI: http://hdl.handle.net/1807/18990
Appears in Collections:Master
Department of Psychology - Master theses

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