Teachers’ epistemological and pedagogical beliefs and their attitude about ICT are identified as the second-order barrier for the integration of ICT into classrooms. In this paper, we report the findings obtained from our recent survey and conducted among Singaporean and Taiwanese pre-service teachers (N=108). The results indicate that the teachers’ epistemological beliefs were generally relati...

As mentioned in French secondary school official texts, teaching science implies teaching scientific process. This poses the problem of how to teach epistemology, as traditional science teaching is mostly dogmatic and based on contents. Previous studies show that pupils, science students and teachers mostly own positivist and realist spontaneous conceptions of science and scientific discovery. ...

This study aims to understand teachers’ perspectives on their roles in higher education, their views about the adoption of a social-constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers from Beijing Normal University and Capit...

This paper examines the evolution of pedagogy in an online graduate program developed from a social constructivist perspective. One professor’s first year of teaching was explored through an end-of-year interview, as well as an analysis of newsgroup threads from fall and spring courses. The analyses suggest that this professor gave over more control of course discussions and activities to the s...

Belief Calculus, ABC, see Darwiche, Ginsberg (1992), and Stern (2003). 〈Φ,⊕, 〉 , Support Structure, Φ , Support Function, for statements on U. Null and full support values are 0 and 1. ⊕ , Support Summation operator, , Support Scaling or Conditionalization, 〈Φ,⊕〉 , Partial Support Structure. ⊕, gives the support value of the disjunction of any two logically disjoint statements from their indivi...