[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595636-105":59,"doc-detail-595636-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","finding-place-in-higher-education-an-epistemological-analysis","Finding Place in Higher Education - An Epistemological Analysis","","Though student transition into higher-education culture has been widely studied, transition research has largely overlooked the epistemological challenges new students encounter in university classrooms. This paper examines transition from the standpoint of personal epistemology, synthesizing empirical findings on what students believe about knowledge and knowing as they enter university. It also analyzes how university teachers’ epistemological beliefs shape educational practice and explores how epistemological conflict affects students’ sense-making and belonging in the new learning environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/finding-place-in-higher-education-an-epistemological-analysis/595636/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/finding-place-in-higher-education-an-epistemological-analysis/595636.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What epistemological gap does the paper address in existing transition research?","Question",{"text":112,"@type":113},"The paper notes that transition literature is largely silent on the epistemological challenges new students face in university classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper frame “personal epistemology” in the university transition context?",{"text":117,"@type":113},"It reviews empirical research on what students actually believe about knowledge and knowing as they enter university.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the central conflict the paper discusses between students and teachers?",{"text":121,"@type":113},"It describes a conflict between students’ view of knowledge as certain and possessed by authorities and teachers’ view of knowledge as constructed through evidential inquiry.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595636,1792117729,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 8 | Issue 1 | Article 2 |\n| --- | --- |\n| 3-12-2017\u003Cbr>Finding Place in Higher Education: An Epistemological Analysis\u003Cbr>ShelaghM. Crooks\u003Cbr>Philosophy Department, Saint Mary's University, Halifax, NS Canada, [shelagh.crooks@smu.ca](shelagh.crooks@smu.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Methods Commons, Educational P~~syc~~hComm~~o~~l~~og~~ons~~y ~~C~~ommons~~, Epistemology Commons, and the Scholarship of Teaching and Learning |  |\n\nRecommended Citation  \nBiography Shelagh Crooks is a Professor of Philosophy and Education at Saint Mary’s University in Halifax, Nova Scotia. Her primary areas of research are philosophy of education, epistemology, and argumentation theory, and she has published extensively in the area of education for critical thinking. She is the recipient of numerous teaching and educational leadership awards, and in 2013, she became a 3M National Teaching Fellow.  \nFinding Place in Higher Education: An Epistemological Analysis  \nAbstract  \nThough the topic of student transition into the culture and practices of higher education has been the subject of considerable investigation by scholars, the transition literature has been largely silent on the epistemological challenges that new students face in the context of the university classroom. The purpose of this paper is to look at student transition from this unique perspective. The paper reviews recent empirical research in the area of “personal epistemology,” which establishes the facts regarding what students actually believe about knowledge and knowing as they enter university. The paper also provides an analysis of the epistemological beliefs of university teachers, and the influence that these beliefs have on the teachers’ educational practice. A key issue discussed here is the conflict between students’ conception of knowledge (as certain and possessed by authorities) and their teachers’ conception of knowledge (as something constructed through a process of evidential inquiry). Finally, the impact of this epistemological conflict on students’ ability to make sense out of, and find their place in, the new and different learning environment of the university is considered.  \nBien que le sujet de la transition des étudiants dans la culture et la pratique de l’enseignement supérieur ait faitl’objet de nombreuses analyses de la part de chercheurs universitaires, la documentation sur la transition est en grande partie muette sur les défis épistémologiques auxquels les nouveaux étudiants font face dans le contextede la salle de classe universitaire. L’objectif de cet article est d’examiner la transition des étudiants à partir decette perspective unique. Dans cet article, nous examinons la recherche empirique récente effectuée dans le domaine de « l’épistémologie personnelle », qui établit les faits en ce qui concerne ce que les étudiants pensent réellement concernant la connaissance et l’utilisation de la connaissance alors qu’ils font leur entrée à l’université. L’article présente également une analyse des croyances épistémologiques des professeursd’université ainsi que l’influence que ces croyances ont sur la pratique éducationnelle de ces professeurs. Une question clé discutée dans cet article est le conflit entre la conception qu’ont les étudiants de la connaissance (quelque chose de certain que les autorités possèdent) et la conception de la connaissance qu’ont leurs professeurs (quelque chose qui se construit grâce à un processus d’enquête probante). Pour finir, l’article examine également l’impact de ce conflit épistémologique sur l’aptitude des étudiants à donner du sens et à trouver leur place dans leur nouvel environnement d’apprentissage si différent qu’est l’université.  \nKeywords  \nfinding place, personal epistemology, educational ","cbCaiuAj8U3d3JVG","https://ap.wps.com/l/cbCaiuAj8U3d3JVG","pdf",456871,15,"English","# Abstract\n## Research purpose and perspective\n## Personal epistemology and teacher beliefs\n## Epistemological conflict and student sense-making\n## Impact on university transition","[{\"question\":\"What epistemological gap does the paper address in existing transition research?\",\"answer\":\"The paper notes that transition literature is largely silent on the epistemological challenges new students face in university classrooms.\"},{\"question\":\"How does the paper frame “personal epistemology” in the university transition context?\",\"answer\":\"It reviews empirical research on what students actually believe about knowledge and knowing as they enter university.\"},{\"question\":\"What is the central conflict the paper discusses between students and teachers?\",\"answer\":\"It describes a conflict between students’ view of knowledge as certain and possessed by authorities and teachers’ view of knowledge as constructed through evidential inquiry.\"}]","Finding Place in Higher Education - An Epistemological Analysis | PDF",1792081524,38]