Resumo

GARCIA, Joe. Curriculum and epistemological thinking in higher education. Rev. Educ. Questão [online]. 2019, vol.57, n.54, e18569.  Epub 10-Fev-2020. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2019v57n54id18569.

This article presents a theoretical analysis on the implications of the curriculum configurations in the context of higher education, with the goal of elaborating a set of curriculum propositions for the development of students’ epistemic thinking in undergraduate courses. The theoretical foundation is particularly based on the studies of Perry (1970), Hofer (2001) and Schommer (1990). The methodological development of this paper is based on the integrative research approach, originally proposed by Cooper (1984), which makes it possible to elaborate a set of theoretical propositions from a corpus of research on a certain theme. The study begins by examining the concept of epistemological thinking in the context of higher education. Then, it elaborates and analyzes a set of curriculum propositions to support the development of students' epistemic thinking. The findings highlight the importance that the curriculum comprises activities which encourage students to explore concepts from different perspectives and develop independent thinking, which enables open and project-based learning, involve argument building and open-ended assessment.

Palavras-chave : Higher Education; Curriculum; Epistemic thinking; Students.

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