Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching

AbstractPersonal epistemology has typically been conceptualized in one of two primary ways: as a cognitive developmental process or as a system of beliefs. The approach that is elaborated here is to conceive of epistemological understanding as a metacognitive process that activates epistemic theories, a multidimensional set of interrelated beliefs about knowledge and knowing. Building on the work of Flavell (1979), K. S. Kitchener (1983), and Kuhn (1999b), this article describes the rationale for conceptualizing epistemological awareness at the metacognitive level, delineates the nature of this construct, and describes how this directs methodological choices for research. This is discussed in light of a recent study of students' online searching for a simulated science assignment, investigated through the use of think-aloud protocols. Exploring students' thought processes during online searching allows examination of personal epistemology not as a decontextualized set of beliefs, but as an activated, situated aspect of cognition that influences the knowledge construction process.