Exploring Naive Epistemology overarch Creative Problem Solving

本研究提出了一个整合现有个人认识论模型的多时间尺度模型。结果表明，认识论决定了课堂互动和课堂满意度，表明个人认识论预示了一种尝试性的世界观。此外，教育干预结果显示，部分大学生对知识使用信念的可信性评价更高，导致学生以有意义的方式调节和操作知识，而不是以去情境化的方式处理知识。

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.