Developing epistemological thinking to foster conceptual changes in different domains

This chapter focuses on the development of personal epistemologies as an essential condition for conceptual change. Starting from the distinction of the terms \u201cknowledge\u201d and \u201cbelief\u201d in literature, it introduces first the epistemic level of cognition which affects learning. Key issues from cognitive development and educational psychology research on general representations about the nature of knowledge and knowing are then presented. Further, findings from research on beliefs in specific domains - science, maths and history - are described. Data from studies with students at different school levels illustrate how specific beliefs may act as resources or constrain conceptual change. This is followed by core arguments on the relationship between epistemological beliefs and knowledge revision. The chapter continues with three examples of effective instructional interventions in powerful learning environments on the refinement of students\u2019 epistemological beliefs in the three domains already considered. Finally, some concluding remarks underline the importance of developing epistemological thinking, pose some open questions and provide suggestions for future research