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1.
Gina M. FrancoKrista R. Muis Panayiota KendeouJohn Ranellucci Lavanya SampasivamXihui Wang 《Learning and Instruction》2012,22(1):62-77
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. 相似文献
2.
《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
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.
Jo Lunn Brownlee Elizabeth Curtis Rebecca Spooner-Lane Florian Feucht 《Education 3-13》2017,45(2):191-208
Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research. 相似文献
5.
To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms – ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning. 相似文献
6.
How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and
beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic
strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results
from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in
academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics
as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables.
Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view.
In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the
perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when
extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic
curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning.
In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked
to epistemological attitudes and beliefs. 相似文献
7.
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
8.
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
9.
Chin-Chung Tsai Hsin Ning Jessie Ho Jyh-Chong Liang Hung-Ming Lin 《Learning and Instruction》2011,21(6):757-769
This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science. 相似文献
10.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
11.
认识论观念是指个体关于知识和认知的本质的信念,它在学习者自我调节的学习过程中发挥着重要作用,是确定自我调节的学习任务的认知与情感条件之一,同时也制约着自我调节的学习标准与学习策略,还是元认知的来源之一。反过来,自我调节的学习也能有效地促进个体认识论观念的发展。 相似文献
12.
This study used think-aloud methodology to investigate 51 Norwegian undergraduates’ topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students’ epistemic cognition was represented by one dimension concerning the certainty and simplicity of knowledge and three dimensions concerning the justification for knowing by different sources. Moreover, components of a mechanism of change, in particular epistemic doubt and resolution strategies, were identified in the think-aloud protocols. Finally, these mechanism of change components seemed to operate within distinct dimensions of epistemic cognition. Three case studies were used to elaborate on and illustrate how epistemic cognition may be differently involved in the reading of multiple conflicting documents over the course of reading. 相似文献
13.
Kun Huang Victor Law Sang Joon Lee 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1882-1895
The Community of Inquiry (CoI) model provides a lens to examine online learning through three elements: teaching presence (the design and facilitation of learning experiences), social presence (the extent to which learners project themselves as real people) and cognitive presence (the extent to which learners are able to construct meaning through inquiry and reflection activities). While research to date has established the importance of these essential presences in online learning environments, recent research on the CoI model calls for the need to explore the role of learner characteristics. The current study responded to the call by examining the role of learners’ epistemic beliefs (EB) (ie, individuals’ fundamental beliefs about the nature of knowledge and knowing) in an online CoI. Multiple linear regressions analyses revealed that EB moderated the relationship between learners’ perceived teaching presence and cognitive presences. Future studies on CoI should take learners’ epistemic beliefs into consideration, especially in the case of low teaching presences. Theoretical and practical implications for designing and investigating online learning are discussed. 相似文献
14.
Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated learning activities while using the Internet for academic information searching. A total of 758 university students were sampled in this study. Through factor analyses, four dimensions of Internet-specific epistemic beliefs were identified, labeled as certainty of Internet-based knowledge, simplicity of Internet-based knowledge, source of Internet-based knowledge, and justification for Internet-based knowing. Factor analyses also revealed two dimensions of self-regulated learning while using the Internet for academic searching, namely preparatory self-regulated learning (i.e., task definition as well as goal setting and planning) and enactment self-regulated learning (i.e., controlling, monitoring, and reflecting). The results of the structural relationship analysis indicated that the preparatory phase of self-regulated learning positively correlated with Internet-specific epistemic beliefs relating to justification for Internet-based knowing, and was also negatively associated with two other dimensions of Internet-specific epistemic beliefs regarding simplicity of Internet-based knowledge and source of Internet-based knowledge. In addition, preparatory self-regulated learning mediated the relationships between these three dimensions of Internet-specific epistemic beliefs and the enactment phase of self-regulated learning. 相似文献
15.
教师的认识信念系统及其对教学的影响 总被引：5，自引：0，他引：5
教师的认识信念系统是一个涉及知识信念、认知信念、文化信念、学习信念以及对信念的自我调节等因素的复杂结构。教师认识信念的形成受到个体的学习活动经验、科学观和社会环境的影响。教师的认识信念会对自我的教学理念、教学设计、教学行为、教学组织以及教学评价产生直接影响,同时又会通过教学过程将自己的认识信念传达给学生,对学生的学习产生间接影响。 相似文献
16.
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
17.
Epistemic Beliefs and Their Relation to Multiple-Text Comprehension: A Norwegian Program of Research
Leila E. Ferguson 《Scandinavian Journal of Educational Research》2013,57(6):731-752
Nowadays, students are required to use multiple information sources to complete tasks, both in and out of school. The beliefs that students hold about knowledge and knowing – their epistemic beliefs – have been linked to successful integration of information across multiple texts. Framed by literature on epistemic belief research from an educational psychology perspective, this article reviews a recent Norwegian program of research on students' epistemic beliefs. The research has implications for educational research and practice that are discussed. 相似文献
18.
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
19.
Individual differences in epistemic dispositions may affect learning from multiple-document inquiry tasks by prompting different students to have different task and activity models. Students with epistemic beliefs that are more appropriate for the required activities may view a multiple-document inquiry task as an exercise in corroboration, seeking coherence, and looking for evidence to support claims, whereas students with less-appropriate epistemic beliefs may see the goal as simply finding the “right” answer verbatim within the documents. This paper describes attempts to develop an assessment for this subset of epistemic beliefs about the value of engaging in integration of evidence when learning from multiple documents in history. Across three experiments, the measure was shown to be reliable and valid. It also uniquely predicted multiple-document comprehension in history above and beyond beliefs about the simplicity and certainty of knowledge, and accounted for differences in prior instruction and experience with document-based questions. 相似文献
20.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献