The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era     

《Contemporary educational psychology》2020

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.  相似文献   

Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources     

《Learning and Instruction》2020

Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge.  相似文献   

读者服务人员的行为规范浅谈   总被引：1，自引：0，他引：1  

朱洁 《高校图书馆工作》2008,28(5)

论述了图书馆员行为与现代化设施的差距,提出了塑造规范馆员良好行为的具体措施。参考文献5。  相似文献   

“最佳二传竞技水平”的概念模型开发及测评方法     

Gao Feng  Huang Fuzhou 《北京体育大学学报》1994,(Z2)

为了克服“二传竞技水平”测评指标的选用及量化难度大的困难;为了提供一套科学、客观、实用的多指标测评体系,以“三论归一学说”为理论指导,把二传的本质是“变换器”作为测评体系的开端,以开发“最佳二传竞技水平”的概念为基础,以具有权威性和代表性的文献为依据,建立了“最佳二传竞技水平”的概念模型,并结合测评原则推演出模型指标体系。指标体系经理论论证、专家验证、实践检验后证明：满足测量学的“三性”要求,不仅能为参赛二传手的二传竞技水平排序,而且其量化分析报告能为二传训练提供指导性的反馈信息。  相似文献   

Abandoning Either/Ors in Analyzing Shifts in Humanitarian Reporting     

David Nolan  Stephanie Brookes  Michelle Imison 《Journalism Practice》2020,14(1):17-33

ABSTRACT

The shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated.  相似文献   

Managing physical education lessons: an interactional approach     

Dean Barker  Claes Annerstedt 《Sport, Education and Society》2016,21(6):924-944

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.  相似文献   

稳健性原则在企业会计核算中的应用     

刘芮珺 《新乡师范高等专科学校学报》2004,18(3):70-72

合理应用稳健性原则能对企业经营中存在的风险加以合理估计,在风险发生之前将之化解,并对防范风险起到预警作用。这既有利于企业做出正确的经营决策,也有利于保护所有者的利益,更有利于提高企业的市场竞争力。  相似文献   

论教育习俗   总被引：3，自引：0，他引：3  

李江源  魏杰 《河北师范大学学报(教育科学版)》2006,8(5):5-20

教育习俗是一个含括范围比较广的概念,但它也不能囊括一切。人们在理解和界定教育习俗的时候,常常忽视了对教育习俗概念的边界和外延的确定,把许多非教育习俗的因素放进教育习俗规定性的范围中去,结果使讨论出现了一些不必要的混乱。对教育习俗与非教育习俗的界分,对教育习俗不同于什么的界定,都是我们从理论上科学把握教育习俗内涵所必须做的。  相似文献   

打击国际恐怖主义应坚持国际法准则     

舒细麟 《洛阳师范学院学报》2002,21(1):20-22

国际恐怖主义是一种严重危害国际和平与安全的国际罪行。国际社会应统一对国际恐怖主义的认识 ,加强反恐怖国际合作。打击国际恐怖主义必须遵循《联合国宪章》及其它国际法准则。联合国在国际反恐怖行动中应发挥主导作用  相似文献   

Access of Higher Education for Disabled Students in the Plural Society Using Social Influence and Norms     

M.  Balamurugan 《美中教育评论》2011,(6):831-837

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