論文 - SMILEY Jim

Teaching Paradigms and Materials Production

Jim Smiley

The Language Teacher   28 ( 11 ) 31 - 34   2004年11月  [査読有り]

学術誌  単著

Improving Document Readability - Part One: Global Considerations

Jim Smiley

Between the Keys   12 ( 2 ) 9 - 12   2004年03月  [査読有り]

学術誌  単著

Using Native Japanese Pronunciation in Material Design for English Language Activities

Jim Smiley

The Bulletin of the Faculty of Humanities, Ohu University Journal.   15   66 - 76   2003年12月

その他（含・紀要）  単著

Textbooks and Language Courses: Difficult Bedfellows

Jim Smiley

The Bulletin of the Faculty of Humanities, Ohu University   ( 14 ) 66 - 78   2002年12月

その他（含・紀要）  単著

International Journal of Science, Engineering and Management (IJSEM)

Jim Smiley

International Journal of Science, Engineering and Management (IJSEM) ( International Journal of Science Engineering and Management )  10 ( 4 ) 17 - 26   2023年04月  [査読有り]

学術誌  単著

Abstract— Hofer [1] identifies epistemic cognition as “an essential element of critical thinking”, and Moon [2, p. 21] argues that the ability to use critical thinking is predicated on multiplistic, or higher, states of epistemic cognition. Dualistic thinkers, that is, those who see knowledge claims in simplistic terms of being right or wrong views, cannot engage in the nuanced requirements of critical thinking [3]. Research into the nature of epistemic cognition in university-age students worldwide has been extensive (see, for example, the papers in Khine [4]). However, a serious lacuna exists in the Japanese context. Many observers claim that Japanese university students do not engage critically with knowledge [5, 6, 7], suggesting the possibility of dualistic modes of thinking being the norm. If this is the case, this may suggest reasons why critical thinking pedagogy in the Japanese context is problematic. Therefore, to promote critical thinking pedagogy in the Japanese university context, educators require more detailed information regarding the epistemic cognitive states of university undergraduates.

A study was instigated to assess epistemic cognition among third-year Japanese university students. A purposive sample of nine English majors was invited to participate. This study generated three forms of data: writing samples on academic topics, online discussion board posts centred on epistemic issues, and semi-structured interview texts. King’s [8] template analysis within a phenomenological psychological framework [9] was used to analyse the interview and discussion texts qualitatively. The writing samples were analysed using Hofer and Pintrich’s [10] model. Findings indicate that the participants could be characterised at the level of the group and were at the upper naıve end of the epistemic cognition continuum that runs from naıve to sophisticated.

Students' beliefs about knowledge sourcing

Jim SMILEY

欧米言語文化論集IV ( 岩手大学人文社会科学部国際文化課程 )  IV   205 - 218   2020年03月

国際的学術誌  単著

Going beyond facts and opinions: Developing students’ knowledge structures to include inferences and interpretations

SMILEY Jim

アルテス　リベラレス   ( 105 ) 15 - 34   2019年12月

国際的学術誌  単著