Abstract
This chapter aims to provide an overall picture of research on personal epistemology in learning and teaching, and to identify critical trends for future research, with a focus on the Asia-Pacific region. A total of 211 peer-reviewed journal articles indexed in the Web of Science between 1993 and 2020 were analyzed using content analysis and bibliometric techniques. TheVOSviewer software was used for analysis and visualization. The main findings of the review indicated: (1) the research on personal epistemology in learning and teaching is a fast-growing area that has proliferated since 2010; (2) the studies were mainly focused on the science-related domain and the information and communication technologies domain; (3) the most studied populations were undergraduate students, upper secondary students, pre-service teachers, and in-service teachers; (4) the most published and cited countries/areas in the Asia-Pacific region were Taiwan, China/Hong Kong, Singapore, and South Korea; and (5) the most published and influential (by citations and co-citations) journals specialize in science education and educational technology. In addition, the most prominent research topics and four specific research lines in this research area were identified, including (1) the scientific epistemic beliefs among secondary students and their relations to science education and constructivism-oriented learning environments; (2) the influence of students’ scientific epistemological beliefs on their online searching behaviors and strategies related to socio-scientific issues; (3) the relations between epistemic beliefs, conceptions of teaching/learning, and approaches to learning among pre-service teachers; and (4) the nature and change of students’ epistemological beliefs in computer-supported collaborative knowledge-building environments. Furthermore, the significance of this research area and its implications for the post-COVID-19 era are explored. Based on this review, implications for teaching and learning are discussed, and research directions are recommended.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. https://doi.org/10.1080/09500690050044044
Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics–Physics Education Research, 2(1), 010101. https://doi.org/10.1103/PhysRevSTPER.2.010101
Baxter Magolda, M. B. (1992). Knowing and Reasoning in College: Gender-Related Patterns in Students’ Intellectual Development. Jossey Bass. https://doi.org/10.1080/00220973.1994.11072352
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice and mind. Basic Books.
Bohlinger, S. (2013). The international standard classification of education (ISCED). BWP. Vocational training in research and practice. Special Edition, 42, 23–26.
Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the internet-specific epistemic justification inventory with Norwegian pre-service teachers. Journal of Educational Computing Research, 57(4), 877–900. https://doi.org/10.1177/0735633118769438
Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13, 385–417. https://doi.org/10.1023/A:1011917914756
Callon, M., Courtial, J. P., Turner, W. A., & Bauin, S. (1983). From translations to problematic networks: An introduction to co-word analysis. Social Science Information, 22(2), 191–235. https://doi.org/10.1177/053901883022002003
Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203–221. https://doi.org/10.1348/000709904X22683
Carberry, A., Ohland, M., & Swan, C. (2010, June). A pilot validation study of the epistemological beliefs assessment for engineering (EBAE): First year engineering student beliefs. In 2010 Annual Conference & Exposition (pp. 15–71). https://doi.org/10.18260/1-2%2D%2D15693.
Cartiff, B. M., Duke, R. F., & Greene, J. A. (2021). The effect of epistemic cognition interventions on academic achievement: A meta-analysis. Journal of Educational Psychology, 113(3), 477. https://doi.org/10.1037/edu0000490.supp
Celik, I. (2020). Social media-specific epistemological beliefs: A scale development study. Journal of Educational Computing Research, 58(2), 478–501. https://doi.org/10.1177/0735633119850708
Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002
Cheng, B., Wang, M., Morch, A., Chen, N., Kinshuk, & Spector, J. (2014). Research on e-learning in the workplace 2000-2012: A bibliometric analysis of the literature. Educational Research Review, 11, 56–72. https://doi.org/10.1016/j.edurev.2014.01.001
Cheng, M. M., Chan, K. W., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319–327. https://doi.org/10.1016/j.tate.2008.09.018
Chiu, Y. L., Liang, J. C., Hou, C. Y., & Tsai, C. C. (2016). Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: A structural equation modeling analysis. BMC Medical Education, 16. https://doi.org/10.1186/s12909-016-0707-0
Chiou, G. L., Lee, M. H., & Tsai, C. C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1), 1–15. https://doi.org/10.1080/02635143.2013.794134
Chong, S. W., Lin, T. J., & Chen, Y. (2022). A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity. Educational Research Review, 35, 100426. https://doi.org/10.1016/j.edurev.2021.100426
Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186–204. https://doi.org/10.1016/j.cedpsych.2004.01.004
Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The Relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Educational Technology & Society, 17(2), 245–256.
Deng, F., Chen, D. T., Tsai, C. C., & Chai, C. S. (2011). Students’ views of the nature of science: A critical review of research. Science Education, 95(6), 961–999. https://doi.org/10.1002/sce.20460
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Greene, J. A., Sandoval, W. A., & Bråten, I. (Eds.). (2016). Handbook of Epistemic Cognition. Routledge. https://doi.org/10.4324/9781315795225
Hallinger, P., & Kovacevic, J. (2019). A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018. Review of Educational Research, 89(3), 335–369. https://doi.org/10.3102/0034654319830380
Heradio, R., De La Torre, L., Galan, D., Cabrerizo, F. J., Herrera-Viedma, E., & Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, 14–38. https://doi.org/10.1016/j.compedu.2016.03.010
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378–405. https://doi.org/10.1006/ceps.1999.1026
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353–383. https://doi.org/10.4324/9781410604316-17
Hofer, B. K. (2006). Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle (2006). Educational Psychology Review, 18(1), 67–76. https://doi.org/10.1007/s10648-006-9000-9
Hofer, B. K. (2010). Personal epistemology in Asia: Burgeoning research and future directions. The Asia-Pacific Education Researcher, 19(1), 179–184. https://doi.org/10.3860/taper.v19i1.1516
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage. https://doi.org/10.1509/jmkg.67.2.151.18611
Hong, H. Y., & Chai, C. S. (2017). Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment. Computers & Education, 115, 38–55. https://doi.org/10.1016/j.compedu.2017.07.011
Hong, H. Y., & Lin, S. P. (2010). Teacher-education students’ epistemological belief change through collaborative knowledge building. Asia-Pacific Education Researcher, 19(1), 99–110. https://doi.org/10.3860/taper.v19i1.1511
Hong, H. Y., Chai, C. S., & Tsai, C. C. (2015). College students constructing collective knowledge of natural science history in a collaborative knowledge building community. Journal of Science Education and Technology, 24(5), 549–561. https://doi.org/10.1007/s10956-015-9546-8
Hong, H. Y., Chen, B. D., & Chai, C. S. (2016). Exploring the development of college students’ epistemic views during their knowledge building activities. Computers & Education, 98, 1–13. https://doi.org/10.1016/j.compedu.2016.03.005
Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23–35. https://doi.org/10.1006/ceps.1993.1004
Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, 26(2), 205–221. https://doi.org/10.1080/03075070120052116
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass. https://doi.org/10.1007/BF02277586
Kitchner, K. S. (1983). Cognition, metacognition, and epistemic cognition. Human Development, 26(4), 222–232. https://doi.org/10.1159/000272885
Kuhn, D. (1991). The skills of argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511571350
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309–328. https://doi.org/10.1016/S0885-2014(00)00030-7
Lammassaari, H., Hietajärvi, L., Lonka, K., Chen, S., & Tsai, C. C. (2021). Teachers’ epistemic beliefs and reported practices in two cultural contexts. Educational Studies, 1–25. https://doi.org/10.1080/03055698.2021.2000369
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. https://doi.org/10.1002/tea.3660290404
Lederman, N., Abd-El-Khalick, F., Bell, R. R., & Schwartz, S. (2002). Views of NOS questionnaire: Toward valid and meaningful assessment of learners’ conceptions of NOS. Journal of Research in Science Teaching, 39, 497–521. https://doi.org/10.1002/tea.10034
Lee, S. W. Y., Chang, H. Y., & Wu, H. K. (2017). Students’ views of scientific models and modeling: Do representational characteristics of models and students’ educational levels matter? Research in Science Education, 47(2), 305–328. https://doi.org/10.1007/s11165-015-9502-x
Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., et al. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105(5), 880–907. https://doi.org/10.1002/sce.21663
Li, J., Antonenko, P., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996-2016: A bibliometric analysis. Educational Research Review, 28, 100282. https://doi.org/10.1016/j.edurev.2019.100282
Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. Asia-Pacific Education Researcher, 19(1), 43–59. https://doi.org/10.3860/taper.v19i1.1508
Lin, F., & Chan, C. K. (2018). Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection. International Journal of Science Education, 40(6), 668–687. https://doi.org/10.1080/09500693.2018.1435923
Lin, T. J., & Tsai, C. C. (2017). Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: A validation study. International Journal of Science Education, 39(17), 2382–2401. https://doi.org/10.1080/09500693.2017.1384593
Lin, T. J., Deng, F., Chai, C. S., & Tsai, C. C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37–47. https://doi.org/10.1016/j.ijedudev.2012.01.007
Lin, Y. C., Liang, J. C., & Tsai, C. C. (2012). The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan. Journal of Science Education And Technology, 21(6), 796–807. https://doi.org/10.1007/s10956-012-9367-y
Liu, S. Y., Lin, C. S., & Tsai, C. C. (2011). College students’ scientific epistemological views and thinking patterns in socioscientific decision making. Science Education, 95(3), 497–517. https://doi.org/10.1002/sce.20422
Luan, H., Li, T.-L., & Lee, M.-H. (2022). High school students’ environmental education in Taiwan: scientific epistemic views, decision-making style, and recycling intention. International Journal of Science and Mathematics Education, 20, 25–44. https://doi.org/10.1007/s10763-020-10136-z
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317–377. https://doi.org/10.3102/00346543074003317
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54. https://doi.org/10.1007/s10648-006-9003-6
Noroozi, O., & Hatami, J. (2018). The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning. Innovations in Education and Teaching International, 56(5), 548–557. https://doi.org/10.1080/14703297.2018.1431143
OECD. (2016). Trends shaping education 2016. OECD Publishing.
Osareh, F. (1996). Bibliometrics, citation analysis and co-citation analysis: A review of literature I. Libri, 46, 149–158. https://doi.org/10.1515/libr.1996.46.3.149
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart and Winston.
Price, D. J. D. S. (1965). Networks of scientific papers: The pattern of bibliographic references indicates the nature of the scientific research front. Science, 149(3683), 510–515.
Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348–349.
Ramos-Rodríguez, A. R., & Ruíz-Navarro, J. (2004). Changes in the intellectual structure of strategic management research: A bibliometric study of the Strategic Management Journal, 1980–2000. Strategic Management Journal, 25(10), 981–1004. https://doi.org/10.1002/smj.397
Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. https://doi.org/10.1002/sce.20065
Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2020). Effects of an extracurricular science intervention on elementary school children’s epistemic beliefs: A randomized controlled trial. British Journal of Educational Psychology, 90(2), 382–402. https://doi.org/10.1111/bjep.12301
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. https://doi.org/10.1037/0022-0663.82.3.498
Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406–411. https://doi.org/10.1037/0022-0663.85.3.406
Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443. https://doi.org/10.1037/0022-0663.84.4.435
Sharma, S., Ahluwalia, P. K., & Sharma, S. K. (2013). Students’ epistemological beliefs, expectations, and learning physics: An international comparison. Physical Review Special Topics-Physics Education Research, 9(1). https://doi.org/10.1103/PhysRevSTPER.9.010117
Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘‘Increase ones’ knowledge and understanding’: Studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013
Shultz, M., Nissen, J., Close, E., & Van Dusen, B. (2022). The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions. International Journal of STEM Education, 9(1), 1–22. https://doi.org/10.1186/s40594-022-00349-9
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: a best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803
Small, H. (1973). Co-citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for Information Science, 24, 265–269. https://doi.org/10.1002/asi.4630240406
Small, H. (1999). Visualizing science by citation mapping. Journal of the American Society for Information Science, 50(9), 799–813. https://doi.org/10.1002/(SICI)1097-4571(1999)50:9<799::AID-ASI9>3.0.CO;2-G
Song, Y., Chen, X., Hao, T., Liu, Z., & Lan, Z. (2019). Exploring two decades of research on classroom dialogue by using bibliometric analysis. Computers & Education, 137, 12–31. https://doi.org/10.1016/j.compedu.2019.04.002
Tang, K. Y., Tsai, C. C., & Lin, T. C. (2014). Contemporary intellectual structure of CSCL research (2006–2013): A co-citation network analysis with an education focus. International Journal of Computer-Supported Collaborative Learning, 9(3), 335–363. https://doi.org/10.1007/s11412-014-9196-5
Tsai, C. C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82(4), 473–489. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<473::AID-SCE4>3.0.CO;2-8
Tsai, C. C. (1999). “Laboratory exercises help me memorize the scientific truths”: A study of eighth graders’ scientific epistemological views and learning in laboratory activities. Science Education, 83(6), 654–674. https://doi.org/10.1002/(SICI)1098-237X(199911)83:6<654::AID-SCE2>3.0.CO;2-Y
Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193–205. https://doi.org/10.1080/001318800363836
Tsai, C. C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771–783. https://doi.org/10.1080/09500690110049132
Tsai, C. C. (2004). Beyond cognitive and metacognitive tools: the use of the Internet as an ‘epistemological’ tool for instruction. British Journal of Educational Technology, 35(5), 525–536. https://doi.org/10.1111/j.0007-1013.2004.00411.x
Tsai, C. C. (2007). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222–243. https://doi.org/10.1002/sce.20175
Tsai, C. C., & Liu, S. Y. (2005). Developing a multidimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27(13), 1621–1638. https://doi.org/10.1080/09500690500206432
Tsai, C.-C., & Wen, L. M. C. (2005). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. International Journal of Science Education, 27, 3–14. https://doi.org/10.1080/0950069042000243727
Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757–769. https://doi.org/10.1016/j.learninstruc.2011.05.002
Tu, Y. W., Shih, M., & Tsai, C. C. (2008). Eighth graders’ web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. Computers & Education, 51(3), 1142–1153. https://doi.org/10.1016/j.compedu.2007.11.003
Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89–99. https://doi.org/10.1037/0003-066X.57.2.89
Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact: Methods and practice (pp. 285–320). Springer. https://doi.org/10.1007/978-3-319-10377-8_13
Wang, Y.-L., & Tsai, C.-C. (2016). Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: A multilevel model approach. European Journal of Psychology of Education, 31(4), 537–555. https://doi.org/10.1007/s10212-015-0285-2
Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological, and contextual influences. Comparative Education Research Centre. https://doi.org/10.1086/447534
Wendell, K. B., Swenson, J. E., & Dalvi, T. S. (2019). Epistemological framing and novice elementary teachers’ approaches to learning and teaching engineering design. Journal of Research in Science Teaching, 56(7), 956–982. https://doi.org/10.1002/tea.21541
White, H. D., & Griffith, B. C. (1981). Author co-citation: A literature measure of intellectual structure. Journal of the American Society for Information Science, 32(3), 163–171. https://doi.org/10.1002/asi.4630320302
Wong, B. K. S., & Chai, C. S. (2010). Asian personal epistemologies and beyond: Overview and some reflections. The Asia-Pacific Education Researcher, 19(1), 1–6. https://doi.org/10.3860/taper.v19i1.1505
Wu, J. Y., & Tsai, C. C. (2022). Harnessing the power of promising technologies to transform science education: prospects and challenges to promote adaptive epistemic beliefs in science learning. International Journal of Science Education, 44(2), 346–353. https://doi.org/10.1080/09500693.2022.2028927
Xenofontos, C. (2018). Greek-Cypriot elementary teachers’ epistemological beliefs about mathematics. Teaching and Teacher Education, 70, 47–57. https://doi.org/10.1016/j.tate.2017.11.007
Yang, F. Y. (2016). Learners’ epistemic beliefs and their relations with science learning—exploring the cultural differences. In Science education research and practices in Taiwan (pp. 133–146). Springer. https://doi.org/10.1007/978-981-287-472-6_6
Yang, F.-Y., & Tsai, C.-C. (2012). Personal epistemology and science learning: A review on empirical studies. In K. Tobin, B. Frasier, & C. McRobbie (Eds.), Second international handbook of science education (pp. 259–280). Springer. https://doi.org/10.1007/978-1-4020-9041-7_19
Zhang, P., Ding, L., & Mazur, E. (2017). Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research, 13(1). https://doi.org/10.1103/PhysRevPhysEducRes.13.010104
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121–169. https://doi.org/10.1080/03057267.2013.847261
Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Appendix
Appendix
References of the 211 studies included in the data set for bibliometric and content analysis:
Rights and permissions
Copyright information
© 2023 Crown
About this entry
Cite this entry
Luan, H., Tsai, CC. (2023). Advances in Personal Epistemology in the Asia-Pacific: A Content and Bibliometric Analysis. In: Lee, W.O., Brown, P., Goodwin, A.L., Green, A. (eds) International Handbook on Education Development in Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-16-2327-1_45-1
Download citation
DOI: https://doi.org/10.1007/978-981-16-2327-1_45-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-2327-1
Online ISBN: 978-981-16-2327-1
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education