Exploring Naive Epistemology overarch Creative Problem Solving

目前的研究提出了一个多时间尺度模型，整合了现有的个人认识论模型。结果表明，认识论决定了课堂互动和对课堂的满意度，这表明个人认识论预示着一种尝试性的世界观。此外，教育干预的结果显示，部分大学生对知识使用信念的可接受性有了更高的估计，引导学生从去语境化的知识处理方式向对自身生活情境有意义的知识调节和操作方式转变。

The current research proposed a multiple time-scale model that integrates existing models of personal epistemology. The result demonstrated that epistemology determined the classroom interactions and satisfactions toward class, suggesting that personal epistemology predicate a tentative view of the world. Moreover, the result of educational intervention showed that a part of undergraduate students became to estimate the plausibility of the beliefs of knowledge-to-use higher, leading the beneficial change of students to regulate and operate knowledge in meaningful way for their own living contexts rather than to dealing knowledge in de-contextualized way.