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Personal Epistemology and Learning (PEL) conference National Taiwan University of Science and Technology Taipei, Taiwan, 16- 17, December, 2009 
CALL Deadline: Sep, 25, 2009 | ||||||||||||||||||||||||||||||||
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Personal epistemology refers to individuals’ beliefs about the nature of knowledge and knowing. This conference, with the theme of “Personal Epistemology and Learning,” is devoted to elaborating the interplay between personal epistemology and learning. This conference will discuss how personal epistemology may play a role in the learning process and outcome. In addition, instruction, curriculum design, and the cultural impacts on the development of personal epistemology have received growing interests among researchers. It is hoped that international practitioners contribute papers for presentation at PEL conference to share their research findings and best practices, as well as exchange updated views of recent development in the field. | ||||||||||||||||||||||||||||||||
Conference Strands
Please prepare a summary of paper proposal for presentation (up to 1000 words in English or 2500 words in Chinese) with the format of WORD or PDF, and submit it to pel2009.conference@gmail.com by 25 September 2009. The summary should deal explicitly with many of the following: 1. Objectives or purposes 2. Perspective(s) or theoretical framework 3. Methods, techniques, or modes of inquiry 4. Data sources or evidence 5. Results and/or conclusions/point of view In addition, the submitted summary should include all authors’ names, affiliations, and e-mail addresses. The corresponding author should be labeled. After the process of peer review, the decision of your proposal for presentation should be made in early October. Program (Tentative) PEL will be a 2-day program. A possible example of the program will be:
* The keynote speeches and panel discussion will be presented in English, and the paper presentation sessions will be either in English or Mandarin.
Prof. Lucia Mason (Educational Psychology, the University of Padua)
Prof. Elmar Stahl (University of Education, Germany)
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Barbara
K. Hofer is a Professor in the Department of Psychology at Middlebury College. She received her Ph.D. from the University of Michigan from the Combined Program in Education and Psychology, with a certificate in Culture and Cognition. She is the recipient of the Review of Research Award from the American Educational Research Association (with Paul Pintrich) and the McKeachie Early Career Teaching Award from the American Psychological Association, and is the outgoing Secretary of APA Division 15, Educational Psychology. She has published several dozen articles and book chapters, and co-edited the book Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing. Her primary research focuses on the development of personal epistemology and how this interacts with learning strategies, motivation, cognition, and academic performance; her research is currently funded by a four-year National Science Foundation grant from the Developmental and Learning Sciences area. She has also continued to work on cross-cultural studies and was a Faculty Fellow at Doshisha University in Kyoto, Japan, in 2002 and 2008.
Her research work has been published in Review of Educational Research,
American Educational Research Journal, Educational Psychologist,
Contemporary Educational Psychology, Educational Psychology Review and
some other educational journals.
Lucia Mason is a Professor of Educational Psychology at the University of Padua, Italy, and head of the doctoral program in Developmental Psychology and Socialization Processes. She is associate editor of Educational Research Review and member of the editorial boards of several journals: Cognition and Instruction, Contemporary Educational Psychology, Instructional Science, Journal of Experimental Education, Metacognition and Learning, and European Psychologist. She served as chair of the 10th conference of the European Association for Research on Learning and Instruction (EARLI). Her main research interest is conceptual change. She has carried out studies on analogical reasoning, argumentation in group discussions, and writing to learn as tools for knowledge revision. Her current research interest also regards students' epistemic beliefs and their role in learning processes, in particular in conceptual change. Her last studies are focused on the activation of epistemic beliefs during online information searching and the effect on Web-based learning. She has published many articles in international journals, several chapters in international volumes, as well as some national volumes. She has also co-edited two international volumes. In 2003 she was the recipient of the EARLI Outstanding Publication.
Elmar Stahl
is a full professor at the University of Education, in Freiburg, Germany. He is the head of the Institute of Media in Education since 2007. He received a diploma in Psychology with a thesis about binocular rivalry (visual perception) in 1995. In 2001 he received his Ph.D. with a thesis about knowledge acquisition and learning processes by writing hypertexts. In 2006 he received his habilitation (= a kind of second PhD Thesis, common in Germany to qualify for a tenure position as a full professor). His current research interests include research and teaching on video-based learning, epistemological beliefs, learning by hypermedia construction and help seeking within interactive learning environments. He is (together with Prof. Dr. Rainer Bromme, University of Muenster, Germany) the founder and head of the European network of Research on Epistemological Beliefs, sponsored by the DFG (German Research Foundation).
Chin-Chung Tsai