How students and teachers in Singapore and the United States conceptualize knowledge and beliefs: Positioning learning within epistemological frameworks

摘要: Abstract The purpose of this study was twofold. First, we wanted to examine the conceptions knowledge and beliefs Singaporean American students their teachers investigate whether differences existed across these diverse cultures. Our second consider epistemological frameworks for those individuals populating same educational communities were similar or different. To explore questions, asked ninth-grade students, typically ages 14 15, in Singapore America share views on concepts via an introspective task. Based trends that emerged exploration, address purposes forward implications research practice.