TY - JOUR
T1 - Reconsidering Personal Epistemology as Metacognition
T2 - A Multifaceted Approach to the Analysis of Epistemic Thinking
AU - Barzilai, Sarit
AU - Zohar, Anat
N1 - Funding Information:
This research was funded by grants from the School of Education, The Hebrew University of Jerusalem.
PY - 2014/1
Y1 - 2014/1
N2 - One of the central unresolved conceptual issues that concerns researchers of personal epistemology is the characterization of the intersection between personal epistemology and metacognition. The contested and diverse nature of both constructs makes untangling their connections a complex yet vital task. The purpose of this article is to advance the discussion regarding this intersection by offering a theoretical approach that may serve as a basis for analyzing epistemic thinking and aligning it with current views of metacognition. Based on a synthesis of theoretical and empirical studies, we argue that epistemic thinking is a multifaceted construct with both cognitive and metacognitive aspects. Furthermore, we propose that epistemic metacognition includes several aspects such as metacognitive skills; metacognitive knowledge about persons, strategies and tasks; and metacognitive experiences. The theoretical, methodological, and instructional implications of this approach are explored.
AB - One of the central unresolved conceptual issues that concerns researchers of personal epistemology is the characterization of the intersection between personal epistemology and metacognition. The contested and diverse nature of both constructs makes untangling their connections a complex yet vital task. The purpose of this article is to advance the discussion regarding this intersection by offering a theoretical approach that may serve as a basis for analyzing epistemic thinking and aligning it with current views of metacognition. Based on a synthesis of theoretical and empirical studies, we argue that epistemic thinking is a multifaceted construct with both cognitive and metacognitive aspects. Furthermore, we propose that epistemic metacognition includes several aspects such as metacognitive skills; metacognitive knowledge about persons, strategies and tasks; and metacognitive experiences. The theoretical, methodological, and instructional implications of this approach are explored.
UR - http://www.scopus.com/inward/record.url?scp=84892530191&partnerID=8YFLogxK
U2 - 10.1080/00461520.2013.863265
DO - 10.1080/00461520.2013.863265
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AN - SCOPUS:84892530191
SN - 0046-1520
VL - 49
SP - 13
EP - 35
JO - Educational Psychologist
JF - Educational Psychologist
IS - 1
ER -