{
  "annotation_id": "c7a16744-e91b-432b-a5e8-cc865b3a5945",
  "date_created": "2026-03-02T18:00:53.449000Z",
  "date_modified": "2026-03-02T18:00:53.449000Z",
  "file_hash": "c43d5cd5cbc91c32a298336d208fbf5fea4f037ddb0bbad7256d29341e21b5e1",
  "private": false,
  "record": {
    "abstract": "We discuss a case study of the influence of epistemology on learning for a\nstudent in an introductory college physics course. An analysis of videotaped\nclass work, written work, and interviews indicates that many of the student\u0027s\ndifficulties were epistemological in nature. Our primary goal is to show\ninstructors and curriculum developers that a student\u0027s epistemological stance -\nher ideas about knowledge and learning - can have a direct, causal influence on\nher learning of physics. This influence exists even when research-based\ncurriculum materials provide implicit epistemological support. For this reason,\ncurriculum materials and teaching techniques could become more effective by\nexplicitly attending to students\u0027 epistemologies.",
    "arxiv_id": "physics/0411007",
    "authors": [
      "Laura Lising",
      "Andrew Elby"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "doi": "10.1119/1.1848115",
    "title": "The impact of epistemology on learning: A case study from introductory   physics",
    "url": "https://arxiv.org/abs/physics/0411007"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "fbe21750-d366-404c-8dbd-34bf13ae6c42",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}