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1.
In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies. 相似文献
2.
Florian Berding 《Journal of Vocational Education & Training》2017,69(4):517-539
Epistemic beliefs are individual beliefs about knowledge and knowledge acquisition. Empirical studies indicate that learners’ epistemic beliefs influence their learning processes and success (e.g. motivation, text comprehension, learning strategy selection, grades). Teachers and trainers can support their apprentices in developing preferable epistemic beliefs to facilitate learning. To do this, instructors need information on learners’ current beliefs for lesson planning and monitoring epistemic beliefs development. The following paper reports the validation of a tool for generating this kind of information: the Instrument for Measuring Epistemic Beliefs in Marketing. The instrument validation is based on three studies (Study I: 225 university trained business administration students; Study II: 531 vocationally trained retailers/wholesalers; Study III: 179 vocationally trained bank assistants). It reveals high reliabilities (α values about .700), stable factor structures, and incremental validity in comparison to general epistemic beliefs. The new questionnaire is able to predict grades in marketing and can be used to diagnose apprentices’ epistemic beliefs for adjusting instruction to learners’ preconditions. Findings based on the new instrument indicate that apprentices show partly unfavourable epistemic beliefs. As a result, supporting learners in developing preferable beliefs provides an opportunity to increase their learning success. 相似文献
3.
Searching the Web to learn about a controversial topic: are students epistemically active? 总被引：1，自引：0，他引：1
Students are making an increased use of the Web as a source for solving information problems for academic assignments. To
extend current research about search behavior during navigation on the Web, this study examined whether students are able
to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition
is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we
investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the
search context. Forty-six psychology and engineering university students were asked to research information about a controversial
subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative
analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although
to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic
dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification
of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for
cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition
were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated
reflections about the sources as well as the information provided, outperformed students who were active only at the first
epistemic level. Educational implications are drawn. 相似文献
4.
Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts 总被引：1，自引：0，他引：1
Ivar Brten Helge I. Strms Marit S. Samuelstuen 《Contemporary educational psychology》2008,33(4):814-840
In a sample of 135 Norwegian education undergraduates, we examined the effects of topic-specific epistemic beliefs concerning the simplicity and source of knowledge on deep-level understanding of multiple expository texts about the same topic—climate change. The results showed that students holding sophisticated simplicity beliefs, viewing knowledge about climate change as complex, gained better multiple-text understanding than did students holding naïve simplicity beliefs, viewing knowledge about climate change as simple. However, students holding sophisticated source beliefs, viewing knowledge about climate change as personal construction, performed poorer than did students holding naïve source beliefs, viewing knowledge about climate change as transmitted from experts. Moreover, students believing knowledge to be complex and, simultaneously, relying on expert authors were at a particular advantage with respect to multiple-text understanding. Thus, in this complex reading-task context, source beliefs usually located at the sophisticated ends of epistemic belief continuums turned out to be maladaptive, presumably because they distracted from the building of a high-quality representation of author and text meaning. 相似文献
5.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
6.
Maria Lindfors Mikael Winberg Madelen Bodin 《Scandinavian Journal of Educational Research》2019,63(1):124-144
Research on how epistemic beliefs influence students’ learning in different contexts is ambiguous. Given this, we have examined the relationships between students’ scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19 tenth-grade students, with different scientific epistemic beliefs, were video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students’ problem-solving process and outcomes. Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between the theoretical sophistication of students’ epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions. 相似文献
7.
Tzung-Jin Lin 《International Journal of Science Education》2013,35(17):2321-2341
ABSTRACTThis study employed the interview method to clarify the underlying dimensions of and relationships between students’ scientific ontological and epistemic beliefs. Forty Taiwanese high school students were invited to participate in this study. Through content analysis of the participants’ interview responses two ontological dimensions including ‘status of nature’ and ‘structure of nature’ were identified and found to be associated with each other. The two epistemic dimensions ‘knowledge’ and ‘knowing’ aligned with past literature were also categorised. Besides five pattern variations in terms of the aforementioned four dimensions were recognised based on the students’ philosophical stances on their scientific ontological and epistemic beliefs. According to the Chi-square test results both dimensions of scientific ontological beliefs were significantly related to the two dimensions of scientific epistemic beliefs respectively. In general the students who endorsed a more sophisticated ontological stance regarding the status and structure of nature tended to express a more mature epistemic stance toward scientific knowledge and ways of knowing. The results suggest that the maturation of students’ scientific epistemic beliefs may serve as a precursor and the fundamental step in promoting the sophistication of students’ scientific ontological beliefs. 相似文献
8.
Lang Fabian Kammerer Yvonne Stürmer Kathleen Gerjets Peter 《European Journal of Psychology of Education - EJPE》2021,36(1):125-146
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of evaluations of scientific controversies. Participants were N = 79 university students who first completed a questionnaire that targeted their professed uncertainty beliefs about scientific knowledge. Then, approximately 1 week later, they completed a standardized test in which they evaluated five scientific controversies. Cued retrospective verbal reports were used to measure their enacted uncertainty beliefs while taking the test. Results revealed that professed and enacted uncertainty beliefs were interrelated and that both variables predicted individuals’ performance with regard to the evaluation of scientific controversies. Furthermore, the effect of professed uncertainty beliefs on controversy-evaluation performance was partly mediated by enacted uncertainty beliefs. The findings of the present study point toward novel theoretical insights and educational implications regarding the relations between professed and enacted beliefs about the uncertainty of scientific knowledge and their role in individuals’ evaluation of scientific controversies.
相似文献9.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
10.
E. Michael Nussbaum Gale M. Sinatra Anne Poliquin 《International Journal of Science Education》2013,35(15):1977-1999
We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one‐half of the dyads received information on the nature of scientific arguments. All students were classified epistemologically as relativists, multiplists, or evaluativists. We found that students in the treatment group incorporated more scientific criteria into their discussion notes and accordingly developed better arguments on several dimensions. In addition, significantly more participants in the treatment group adopted the correct answer to one of the problems. Outcomes also differed in relation to students’ epistemic beliefs. Specifically, multiplists were less critical of inconsistencies and misconceptions, and interacted with their partners less than other belief groups, whereas evaluativists interacted more critically, bringing up different ideas from their partners. Evaluativists also solved one of the physics problems more accurately and tended to demonstrate a reduction in misconceptions. We discuss the results in light of instruction in scientific argumentation, conceptual development and change, and epistemic beliefs. 相似文献
11.
Yi-Chun Lin Jyh-Chong Liang Chin-Chung Tsai 《Journal of Science Education and Technology》2012,21(6):796-807
The aim of this study was to investigate the relationships between students?? epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and large, it was found that the students reflected ??mixed?? motives in biology learning, while those who had more sophisticated epistemic beliefs tended to employ deep strategies. In addition, the results of paired t tests revealed that the female students were more likely to possess beliefs about biological knowledge residing in external authorities, to believe in a right answer, and to utilize rote learning as a learning strategy. Moreover, compared to juniors and seniors, freshmen and sophomores tended to hold less mature views on all factors of epistemic beliefs regarding biology. Another comparison indicated that theoretical biology students (e.g. students majoring in the Department of Biology) tended to have more mature beliefs in learning biology and more advanced strategies for biology learning than those students studying applied biology (e.g. in the Department of Biotechnology). Stepwise regression analysis, in general, indicated that students who valued the role of experiments and justify epistemic assumptions and knowledge claims based on evidence were more oriented towards having mixed motives and utilizing deep strategies to learn biology. In contrast, students who believed in the certainty of biological knowledge were more likely to adopt rote learning strategies and to aim to qualify in biology. 相似文献
12.
《Journal of Experimental Education》2012,80(1):1-26
AbstractWe examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity. 相似文献
13.
It is a widely held view that students’ epistemic beliefs influence the way they think and learn in a given context, however, in the science learning context, the relationship between sophisticated epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationship between students’ scientific epistemic beliefs (SEB), their epistemic practices, and their epistemic cognition in a computer simulation in classical mechanics. Tenth grade students’ manipulations of the simulation, spoken comments, and behavior were screen and video-recorded and subsequently transcribed and coded. In addition, a stimulated recall interview was undertaken to access students’ thinking and reflections on their practice, in order to understand their practice and make inferences about their process of epistemic cognition. The paper reports on the detailed analysis of the data sets for three students of widely different SEB and performance levels. Comparing the SEB, problem solutions and epistemic practices of the three students has enabled us to examine the interplay between SEB, problem-solving strategies (PS), conceptual understanding (CU), and metacognitive reflection (MCR), to see how these operate together to facilitate problem solutions. From the analysis, we can better understand how different students’ epistemic cognition is adaptive to the context. The findings have implications for teaching science and further research into epistemic cognition. 相似文献
14.
The authors examined whether students’ epistemic and learning beliefs varied across different knowledge types in physics. On the basis of various beliefs frameworks, the authors predicted that individuals’ beliefs would vary within a domain across the same content when presented conceptually versus procedurally. Participants were 81 high school students enrolled in an advanced physics course. Students completed a conceptually oriented test and a procedurally oriented test on the same content 1 week apart, and they immediately responded to the Epistemological Beliefs Assessment for Physical Science questionnaire after completion of each test. Results revealed that girls espoused more constructivist beliefs about physics for conceptual knowledge than for procedural knowledge, whereas the opposite was found for boys. Moreover, female students espoused more constructivist beliefs than did male students across both types. These results have important theoretical and methodological implications. 相似文献
15.
Fang-Ying Yang Kaushal Kumar Bhagat Chia-Hui Cheng 《International Journal of Science Education》2019,41(10):1347-1365
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences. 相似文献
16.
Exploring epistemological approaches and beliefs of middle school students in problem-based learning
《The Journal of educational research》2012,105(6):643-655
AbstractThe authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and posttests, videotaped class sessions, retrospective interviews, and pre- and post-cognitive interviews. Quantitative data were collected and analyzed from 59 students, while the qualitative subsample consisted of 15 students. Engaging in problem-based learning led to a significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average-achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems, including as small groups and in discussions with the teacher. 相似文献
17.
Wincy Wing Sze Lee 《Asia Pacific Journal of Education》2018,38(2):164-174
Research on epistemic beliefs (beliefs about what knowledge is and what knowing is) has advanced and there is now a burgeoning interest in examining this construct in the Chinese cultural context. However, issues related to understanding epistemic beliefs change remain under-explored. The present study used a qualitative approach to explore Chinese college students’ timing and critical incidents of epistemic beliefs change. Eight college students from Hong Kong participated in interviews and three key themes emerged from their responses. First, students identified college transition as a major source of epistemic perturbation. Second, they attributed epistemic beliefs change mostly to educational encounters. These encounters were characterized by a curriculum with multiple perspectives, being taught by teachers who could provide cognitive scaffolding for epistemic belief resolution, and assessment processes that allowed the latitude to demonstrate multiple perspectives. Furthermore, these characteristics of assessment (mainly regarding examinations) also emerged as a strand of culturally nuanced findings. Students explicitly regarded assessment influencing their epistemic beliefs and described how they differentiated their incongruent “professed” and “practised” epistemic beliefs so as to fit the rules of the public examination. The findings have yielded cultural implications and suggest the need to understand epistemic beliefs transcending the naive-sophisticated dichotomy. 相似文献
18.
The purpose of this study is to examine the moderating role of cognitive load experience between students’ scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students’ scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions. 相似文献
19.
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online
information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific
beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition
and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online
information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses
were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty,
source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition.
Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs
about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings
revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet
sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well
as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification
of the knowledge accessed concerning the topic. 相似文献