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Adolescents' conception of knowledge.

W K Wilkinson1

  • 1Kennedy Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland 21205.

Adolescence
|January 1, 1989
PubMed
Summary
This summary is machine-generated.

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This study explores how adolescents understand knowledge, highlighting the need for more research in this area. It reviews existing work and proposes three new approaches for future investigations into adolescent epistemology.

Area of Science:

  • Educational Psychology
  • Adolescent Development
  • Epistemology

Background:

  • Limited research exists on adolescents' conceptions of knowledge.
  • Understanding adolescent epistemology is crucial for educational practices.
  • Existing studies on this topic are scarce and require further exploration.

Purpose of the Study:

  • To provide a rationale for investigating adolescents' views on knowledge.
  • To review current research on adolescent conceptions of knowledge.
  • To propose and discuss three novel approaches for studying this subject.

Main Methods:

  • Literature review of existing studies on adolescent knowledge conception.
  • Development of three distinct theoretical frameworks for future research.

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  • Conceptual analysis and discussion of proposed approaches.

    • Main Results:

    • A clear need for more in-depth research into adolescent epistemology was identified.
    • Existing literature on the topic was synthesized.
    • Three potential avenues for future research were outlined and elaborated.

    Conclusions:

    • Further investigation into how adolescents conceptualize knowledge is warranted.
    • The proposed approaches offer a foundation for future empirical studies.
    • This work emphasizes the significance of adolescent epistemology in educational contexts.