共查询到20条相似文献，搜索用时 607 毫秒
1.
Among the aims of education is the endeavor to bring students closer to an understanding of the world-at-large. Although pedagogical methods vary, educators would certainly agree that changing students’ knowledge and beliefs is among the end-goals of successful education (Murphy, 1998, Unpublished Doctoral Dissertation. University of Maryland, College of Education, College Park, MD). In the educational research literature, this “coming to know” has been referred to as conceptual change, and more recently there has been a resurgence of interest in “coming to believe” most often referred to as persuasion. Given that many researchers have defined belief as a form of knowledge, the delineating features of these two constructs are somewhat opaque. This present work closely examines these two constructs by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. 相似文献
2.
The chapters included in this special issue are innovative in their attempt to bring together research on persuasion with research on conceptual change. Although persuasion and conceptual change are not similar in all respects, they both involve belief change. They also both require that we better understand the variables that make a text persuasive and thus influence the reader to change his/her beliefs. These chapters are instrumental in bringing about three important characteristics of persuasive text that can also be useful in inviting conceptual change. These characteristics are the comprehensibility, clarity and credibility of the text; the importance of explicitly addressing the readers’ prior beliefs; and affective and motivational factors. 相似文献
3.
Alexander and her colleagues proposed teaching as persuasion as a guiding metaphor for conceptual change pedagogy (Alexander, Fives, Buehl, & Mulhern, 2002). However, there is reason to suspect that the term persuasion can have negative connotations for some individuals ( Dole & Sinatra, 1999; Murphy, 2001). Therefore, we examined 182 primarily preservice teachers’ views of teaching as persuasion, and related those views to their openness/resistance to new ideas as measured by selected epistemological belief scales and dispositional measures. Consistent with our hypotheses, our results indicated that teacher candidates who believed that knowledge evolves, that beliefs can be revised, and that learning is a process of constructing knowledge were more open to persuasive teaching. Our findings provide support for Murphy’s (2001) view of persuasion and suggest further that the teaching as persuasion metaphor would be more successful embedded in an instructional context designed to broaden teachers’ epistemological worldviews. 相似文献
4.
Beliefs About Academic Knowledge 总被引：9，自引：0，他引：9
Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study. 相似文献
5.
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
6.
《Learning and Instruction》2003,13(5):511-532
Few, if any, studies have examined the persuasion process as it unfolds in the computer environments that are so popular in today’s educational settings. As such, the purpose of this study was to examine the extent to which students’ knowledge and beliefs and their reactions to the features of the articles would be differentially influenced as a result of reading traditional persuasive texts vs. online computerized persuasive texts. The results revealed that text presentations were effective at significantly modifying both, students’ knowledge and beliefs. However, students in the computerized text condition found the texts significantly more difficult to understand, less interesting, and the authors less credible. Implications for research and practice are forwarded. 相似文献
7.
Alexandra List Emily Grossnickle Peterson Patricia A. Alexander Sofie M. M. Loyens 《European Journal of Psychology of Education - EJPE》2018,33(4):685-705
Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications. 相似文献
8.
P. Karen Murphy Theresa A. Holleran Joyce F. Long Jill A. Zeruth 《Contemporary educational psychology》2005,30(4):418-438
Models of persuasion (e.g., Petty & Cacioppo, 1986) and conceptual change (Dole & Sinatra, 1998) acknowledge that reader elaboration of and engagement with a given text increases the potential for belief change and that the process of elaboration or engagement is fueled by reader motivation. However, little is known about the predictive powers of various motivational constructs on belief change after reading compelling texts in both traditional paper and computer-based formats. As such, the present study examined how belief change is differentially influenced by three motivational constructs (i.e., need for cognition, topic interest, and topic interestingness), as well as the mediating role played by mode of delivery. Utilizing stratified, random sampling, college students responded to two persuasive articles presented through two distinct media—paper and computer. The results revealed that mode of delivery did not significantly influence belief change. In addition, of the three motivational constructs only need for cognition emerged as a statistically significant predictor of belief change, regardless of the mode of delivery. Implications for research and practice are forwarded. 相似文献
9.
The purpose of the present study was to examine gender differences in mathematics interest. In a sample of middle school students (N?=?366), we examined mathematics interest as a trait (i.e., individual interest) and as a current state (i.e., situational interest) during a learning activity in mathematics. Assessment of perceived competence, performance, and effort during learning was also included. Results revealed a significant difference between boys and girls in their ratings of individual interest, but not in the current experience of situational interest. Furthermore, boys and girls did not differ in performance during learning, but girls invested significantly more effort than boys. Results and their implications are discussed in relation to interest development, gender differences, and subjective beliefs. 相似文献
10.
The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献
11.
Maeghan N. Edwards Kelli Higley Jill A. Zeruth P. Karen Murphy 《Instructional Science》2007,35(5):443-465
Teachers routinely make decisions regarding the best pedagogical methods for altering students’ understandings about academic
content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement.
Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers)
feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was
to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices
compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated
that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive
pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable
of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and
practice are forwarded. 相似文献
12.
Apples and oranges: Educational enrollment and attainment across countries in Latin America and the Caribbean 总被引：1，自引：0，他引：1
Miguel Urquiola Valentina Caldern 《International Journal of Educational Development》2006,26(6):572-590
This paper uses household survey data to rank LAC countries’ performance in two areas: (i) getting children into school on time and keeping them there, and (ii) turning their contact with the educational system into years of schooling. It presents multiple rankings because most countries’ performance is not uniform across these dimensions. For instance, the Dominican Republic performs almost as well as the richest countries when it comes to keeping children in school, but as badly as the poorest few in terms of turning attendance into years of schooling. Further, the rankings, which are based on conventional and new measures of educational systems’ performance, are occasionally quite different from those obtained using more widely available administrative data. 相似文献
13.
The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition 总被引：1，自引：0，他引：1
Patricia A. AlexanderJonna M. KulikowichSharon K. Schulze 《Learning and individual differences》1994,6(4)
In this study, we explored the influence of subject-matter knowledge and interest on college students' comprehension of scientific exposition. Two forms of subject-matter knowledge were considered: Passage-specific (i.e., topic) knowledge and general (i.e., domain) knowledge. College students read two passages from physics, one dealing with Stephen Hawking and Grand Unification Theory, and one about the search for the truth quark. Students' topic knowledge and domain knowledge were tested before reading the passages. After reading each passage, students rated their interest in what they read. Comprehension measures were then completed for each passage. We performed regression analyses to determine the effects of subject-matter knowledge and interest on the comprehension scores for each passage. For the more technical Quarks passage, domain knowledge and interest were both significant predictors of comprehension. For the more personally-involving Hawking passage, topic knowledge, domain knowledge, and interest were significant predictors of comprehension performance. Overall, students were more interested in less abstruse and more personally-involving information for both passages. 相似文献
14.
《International Journal of Educational Research》2006,45(1-2):85-95
Beliefs that individuals hold about knowledge and knowing, or what has been termed “personal epistemology”, are related to learning and achievement in complex ways. These beliefs are also differentiated by discipline (e.g., math, science, history) as well as by judgment domains (e.g., personal taste, morality, meaning). This commentary on five articles on the domain specificity of epistemic beliefs outlines the persistent issues in this field of research, including issues of terminology, methodology, and the interrelation of domain specificity and domain generality, and provides an overview of how the authors address these concerns. Also included are directions for future research and educational implications. 相似文献
15.
Gregory Schraw 《Educational Psychology Review》2001,13(4):451-464
This article summarizes and comments upon recent research on epistemological beliefs (i.e., beliefs about knowledge and knowing). I identify four emergent themes, outline directions for future research, and draw links between current theory and educational practice. The four themes pertain to the number relationship among, development, and measurement of epistemological beliefs. I address conceptual and methodological issues in future research. I also identify four educational implications: understanding teachers' beliefs, understanding students' beliefs, promoting critical thinking, and attempting to change teachers' and students' beliefs. 相似文献
16.
17.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
18.
The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings. 相似文献
19.
Influenced by work on teacher beliefs, personal epistemology, teachers’ knowledge, implicit theories, and motivation, we conducted a two-part investigation exploring preservice and practicing teachers’ beliefs about teaching knowledge and teaching ability. Study I qualitatively examined 53 preservice and 57 practicing teachers’ beliefs about teaching, in order to: (1) ensure that the voices of teachers were made prevalent in the development of a framework aimed at understanding their beliefs and (2) facilitate the development of a quantitative measure to assess these beliefs. Results indicated that participants valued several aspects of teaching knowledge and held complex beliefs related to the implicit theories of teaching ability. Study I concludes with a framework for developing an instrument to assess teachers’ beliefs. Study II describes two instruments developed to assess the beliefs identified in Study 1. Using responses from 351 preservice teachers, exploratory factor analysis procedures identified factors reflective of emergent themes from Study I. 相似文献
20.
Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers 总被引：1，自引：0，他引：1
Guided by Shulman, 1986 and Shulman, 1987 tripartate model of teacher expertise (subject matter knowledge (SMK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK)), the present study examined 162 U.S. and Chinese 3rd grade mathematics teachers’ expertise in teaching fractions. Results show that U.S. teachers lag significantly behind Chinese teachers in SMK (concepts, computations, and word problems) and in some areas of PCK (e.g., such as identifying important points of teaching the fraction concepts and how to ensure students’ understanding). Although the Chinese teachers performed poorly in comparison to their U.S. counterparts on a test designed to measure GPK (e.g., psychological and educational theories and applications), its poor reliability calls these results into question. The implications of this study are discussed in terms of practical ideas for teacher training in the U.S. and China. 相似文献