Objective
The conceptions of knowledge and knowing that students hold have increasingly become a focus of interest for educational researchers in the last decades. Research on personal epistemology has highlighted the educational relevance of students’ beliefs about knowledge and knowing and its important role in students’ academic motivation, cognition, and performance. Relevant theoretical frameworks have advanced the knowledge on epistemological beliefs, despite those frameworks have been grounded in research conducted with adults such as university students, and with adolescents. Less research has been found that clarifies the relationship between learning contexts and types of instruction and children’s personal epistemologies, in order to foster effective teaching and learning in more inclusive classrooms, and ultimately increase educational success. This research proposal aims to contributing to fill such gap by examining the personal epistemology of elementary school children, teachers and families participating in dialogic-based classrooms. This approach often contributes to enhance classroom’s “epistemic climate” composed of learners’ and teachers’ personal epistemologies and epistemic knowledge, but at the same time brings closer knowledge from children’s out-of-school experience to classroom knowledge. This research project will explore children and families’ epistemological beliefs in the school context to capitalise on their funds of knowledge and promote effective learning. In the framework of the EU Strategy 2020, it is crucial to make available for more schools and communities those actions that help citizens succeed educationally, and then gain access to the labour market and full participation in society.
Fields of science (EuroSciVoc)
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
- humanities philosophy, ethics and religion philosophy epistemology
- social sciences educational sciences didactics
- social sciences economics and business business and management employment
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Programme(s)
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Topic(s)
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Call for proposal
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
FP7-PEOPLE-2012-IEF
See other projects for this call
Funding Scheme
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Coordinator
CB2 1TN CAMBRIDGE
United Kingdom
The total costs incurred by this organisation to participate in the project, including direct and indirect costs. This amount is a subset of the overall project budget.