Abstract:

The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.

摘要：

本研究调查了通过使用沉浸式框架将认识论见解融入到常规大学课程中来增强本科生的认识论信念。该研究是针对阿尔及利亚一所大学英语语言和文化系的二年级学生进行的。这个由 48 名学生组成的小组接受了为期两个学期的学习技能课程，该课程的设计内置了有关知识的性质、结构、来源和确定性的概念以及原始课程内容。一个由 19 个科目组成的小组接受了传统的学习技能课程。两个样本的认识论信念均在治疗前后使用巴克斯特·马戈尔达的认识论反射模型进行测量。对数据的定性分析表明，与对照组相比，治疗组的认识论信念的复杂性显着增加。这些结果凸显了以个人认识论研究为基础的课程设计为所有教育事业以及社会整体认识论复杂性提供的巨大潜力。为政策制定者、教学设计者和教师提出建议。