Toward Epistemological Development Across the Curriculum: The Effect of Embedded Epistemic Instruction

Abstract

Abstract: The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.