Exploring Naive Epistemology overarch Creative Problem Solving

本研究整合了已有的个人认识论模型，提出了一个多时间尺度模型。结果表明，认识论决定了课堂互动和课堂满意度，表明个人认识论预测了一种试探性的世界观。此外，教育干预的结果显示，部分本科生对知识使用信念的可信度估计较高，导致学生从去情境化处理知识转向以有意义的方式对知识进行有意义的调节和操作。

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.