Abstract
This study investigated conceptions of knowledge and beliefs among 242 Italian and 231 American college students. Perceptions of the nature and interrelation of knowledge and beliefs, and prevalent characterizations and sources of these two constructs were explored by qualitative and quantitative methodologies. Differences emerged between Italian and American responses. Further, within the Italian sample, differences among students exposed to different high-school curricula were identified. Findings support and extend results of previous studies that suggested the influence of culture in general and schooling in particular in the development of epistemological beliefs. Implications for research and educational practice are discussed.
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