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- W2885296007 abstract "Personal theories of knowledge influence choice of learning strategies and results, as cognitive psychology demonstrated. How personal epistemology, learning approach and performance are connected interest higher education, because teachers expect a seasoned approach to knowledge and to self from students, while they are still developing in these areas. Classroom experience prompted research into personal epistemology and language learning, using the Epistemological Beliefs Survey (EBS), Beliefs about Language Learning Inventory (BALLI) and Strategies Inventory for Language Learning (SILL). Data from 160 medical students in 2012 fed descriptive statistics, correlations and factor analyses, corroborated with direct observation. Results prompt methodological, ethical and curricular considerations. In short, junior medical students with Romanian cultural and educational background transition from pre-reflective, simplistic, absolutistic learning habits to thinking reflectively about knowledge and its limitations. Medical communication benefits from skill in handling multiple, subjective perspectives of hard facts. Understanding students’ personal epistemologies contributes to purposefully using cognitive disequilibrium in teaching professional language and communication." @default.
- W2885296007 created "2018-08-22" @default.
- W2885296007 creator A5040820453 @default.
- W2885296007 date "2018-01-01" @default.
- W2885296007 modified "2023-09-27" @default.
- W2885296007 title "Personal Epistemology: A “Dark Matter” That Matters in How We Teach and Learn Languages at University" @default.
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- W2885296007 doi "https://doi.org/10.1007/978-3-319-93329-0_8" @default.
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