Exploring Naive Epistemology overarch Creative Problem Solving
| Project/Area Number |
21830079
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Kyushu University |
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Principal Investigator |
NOMURA Ryota Kyushu University, 人間環境学研究院, 助教 (70546415)
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| Project Period (FY) |
2009 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,548,000 (Direct Cost: ¥1,960,000、Indirect Cost: ¥588,000)
Fiscal Year 2010: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2009: ¥1,378,000 (Direct Cost: ¥1,060,000、Indirect Cost: ¥318,000)
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| Keywords | 個人の認識論 / 認識的信念尺度 / 知識観 / 授業観 / 授業に対する満足度 / 多重時間スケールモデル / 認識論的信念尺度 / 教授学習過程 |
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| Research Abstract |
The current research proposed a multiple time-scale model that integrates existing models of personal epistemology. The result demonstrated that epistemology determined the classroom interactions and satisfactions toward class, suggesting that personal epistemology predicate a tentative view of the world. Moreover, the result of educational intervention showed that a part of undergraduate students became to estimate the plausibility of the beliefs of knowledge-to-use higher, leading the beneficial change of students to regulate and operate knowledge in meaningful way for their own living contexts rather than to dealing knowledge in de-contextualized way.
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Report
(3 results)
Research Products
(10 results)
