Since Perry first proposed that students' beliefs about knowledge and knowing were an important aspect of learning, there has been a proliferation of models of epistemic cognition, and empirical studies of how epistemic cognition relates to learning.
Included in this category are also related constructs such as 'self-efficacy' (e.g., perceptions of abilities to carry out a particular behaviour), 'beliefs', 'attitudes', and 'perceptions' (e.g., beliefs about knowledge level, attitudes toward particular IPV or CM-related issues, etc)., and 'awareness' (usually indistinguishable from 'knowledge'knowledge
Since people have a more elaborate overview of their own discipline, we assume that beliefs about knowledge of one's own discipline (here: physiotherapy) are more sophisticated than beliefs about knowledge of an adjacent discipline (medicine).
Students' beliefs about knowledge, or their personal epistemologies, are critical components of the learning process.
We found numerous ways in which the current conceptualizations and measures of beliefs about knowledge and knowing may need to be altered.
Growing out of the Reflective Judgment Model developed by King and Kitchner [(2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. Hofer, & P. Pintrich (Eds)., Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37 61).
Educational psychologists define epistemological beliefs as personal beliefs about knowledge and knowing (Hofer and Pintrich 1997; Shommer-Aikins 2004).
Thus, with our samples, the data suggest that students' beliefs about knowledge and knowing influence conceptual change more than beliefs about NOS.
Science educators, on the other hand, describe epistemological beliefs as the Nature of Science (NOS), which are context-specific beliefs about knowledge and knowing of science.
EBI consists of 32 items and explains five dimensions of beliefs about knowledge and knowing: simple knowledge, certain knowledge, omniscient authority, quick learning, and fixed ability (Schraw et al. 1995).
The sixth factor, beliefs about knowledge, accounted for 4.2%% of the variance in scale scores.
