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Article
Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material
2009
  • Jonathan M. Adler, Franklin W. Olin College of Engineering
  • Elizabeth A. Matthews, Northwestern University
Document Type
Article
Publication Date
4-1-2009
Disciplines
Abstract
Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general themes, and application of the course content to other courses, mass media information, and their sense of self.
Comments

© 2009 Sage Publications. This article was published in Teaching of Psychology, vol. 36, iss. 2, pages 122-125 and may be found here.

Citation Information
Jonathan M. Adler and Elizabeth A. Matthews. "Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material" (2009)
Available at: http://works.bepress.com/jonathan_m_adler/8/