Abstracts - Earli

highly consequential situation for the student’s learning. However, it also constitutes a face-threat,and resistance is a likely response. Two case analyses were carried out on the ‘missing problem -criticism’ (MPC), using the method of conversation analysis. Two distinct sequential patterns ofpresenting the MPC were observed: one more confrontative, the other more cautious. In both casesthe student persistently misaligned with the MPC, using different strategies. The study presents ananalysis on the interactional possibilities available for the participants in these cases, as well as onthe different strategies of resisting the criticism, managing student resistance, and pursuing theMPC. This study contributes to the body of empirical knowledge on feedback, resistance andmanagement of resistance in institutional settings. As CA research on learning, the study providesan analysis of how lack of shared focus in interaction is maintained by participants anddemonstrates that there are local interactional reasons for non-understanding and thus, hindranceto learning. Furthermore, it is shown that the thesis drafts may be used in the interaction in waysthat significantly facilitate student resistance. The various pedagogical implications of this findingare discussedA 828 August 2007 15:00 - 17:00Room: 1.58SymposiumNew conceptual frameworks in personal epistemology: Developingpotentials for learning in classroomChair: Florian Haerle, University of Nevada, Las Vegas, USAOrganiser: Florian Haerle, University of Nevada, Las Vegas, USADiscussant: Lisa Bendixen, University of Nevada, Las Vegas, USADiscussant: Joanne Brownlee, Queensland University of Technology, AustraliaMost of the existing conceptual frameworks in the field of personal epistemology (i.e., conceptionsabout knowledge and knowing) emerged from research on college students, while personalepistemologies in children and adolescents often remain unaddressed. Furthermore, theseframeworks do not specifically account for learning and instruction and, therefore, do not developpotentials for classroom learning. Today’s cutting edge research investigates the personalepistemology of students in preschool through secondary schools, and signifies the relevance ofpersonal epistemology in learning and instruction. This symposium aims to: (1) introduce newconceptual frameworks in personal epistemology that account for learning and instruction, (2)bring together leading edge research on preschool through high school students’ personalepistemology and teachers’ personal epistemology, and (3) (re)examine existing and newframeworks in their relevance for learning potentials in classroom education.A framework for investigating the origins of epistemic development in very young knowersBarbara K. Hofer, Middlebury College, USALeah Wildenger, University of Syracuse, USAJean Burr, Hamilton College, USAResearch on episte mic beliefs and development has focused largely on college students untilrecent years, and the expansion to younger ages permits the possibility of a broader framework for– 26 –