ABSTRACT
Knowledge is a significant component of the Model of Domain Learning (MDL) and this chapter explores the question of what it means to know something in contrast to believing it. This relation between knowing and believing is analyzed through the Characteristics of the Learner and Argument Integration Model or CLAIM. The CLAIM framework explains the process of knowledge and belief change as individuals progress from the level of explanatory power, where they simply believe that and know of, to the level of examined understanding, where individuals truly know that, based on evidence, and also hold a strong belief in something. These levels of the CLAIM framework are juxtaposed to the stages of academic development depicted in the MDL. Based on this consolidation of these two models, three pedagogical practices shown to promote changes in students’ knowledge and belief are discussed: persuasive pedagogy, relational reasoning, and quality talk.
