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1.
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
2.
Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ assessment processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed. 相似文献
3.
Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks. 相似文献
4.
Christiane Konnemann Christian Höger Roman Asshoff Marcus Hammann Werner Rieß 《Research in Science Education》2018,48(6):1187-1204
This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum. 相似文献
5.
This article uses critical race theory (CRT) and Latina/o critical theory (LatCrit) to analyze the main findings of a longitudinal study of Chicana/o college students. Having found that when Chicana/o college students associate with other Chicano/as, their socially conscious values are reinforced, they increase their likelihood of pursuing careers in service of their communities, and they are more inclined to become involved in community service activities after college, this article adopts CRT and LatCrit to analyze the relationship between Chicano/a college students and their Chicana/o peers, within the broader racialized context of higher education. It examines how the arguments supporting the “racial balkanization” myth are framed by institutional racism, and reveals how and why Chicana/o college students benefit from associating with their Chicana/o student peer groups by drawing from their cultural resources to mitigate the racialized barriers erected by universities. The analysis argues for utilizing race‐oriented epistemologies that can help account for the racist and white supremacist ideologies that frame and promote deficit‐based beliefs about students of color in higher education. 相似文献
6.
Sarah Ovink Demetra Kalogrides Megan Nanney Patrick Delaney 《Research in higher education》2018,59(5):553-590
Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students. 相似文献
7.
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
8.
In a course entitled “Policing and In/Justice” we elicited stories about police-citizen encounters through a narrative-based writing assignment. The assignment required students to identify competing perspectives of the story's events. Building on these perspectives, students engaged in assessment and evaluation of police decision-making. We suggest similar assignments may be relevant to courses with students anticipating or engaged in policing careers. The growing emphasis on community policing raises expectations that officers be creative problem-solvers, not just law enforcers. In addition to establishing the significance of the assignment, we explain how we accomplished it, and report on what students gained from it. 相似文献
9.
The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the “other,” (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters. The second factor is the difference between the experiences of Jewish and Arab students: while Arab students are more knowledgeable regarding the Jewish culture and are more willing to change attitudes and educational practices in light of multiculturalism, Jewish students are less prone to make such changes. Thus, according to our findings, intercultural encounters among educators during their graduate studies could create a unique opportunity to turn the college experience transformational in terms of intercultural competence, particularly in the segregated structure of Israeli society. 相似文献
10.
秦良 《江西教育学院学报》2011,32(6):145-148
开展汉字书写教育,关系到文化传承。由于计算机普及的冲击以及多年来对此缺乏重视,大学生能够把字写好的人已经不多见,并且,对于写字有畏难情绪甚至失去信心的人较多。为改变这种状况,应该明确他们在汉字书写中存在的普遍问题是什么,找出问题,按需施教,从培养自信、选好教材、强调临摹、学用结合等方面入手,坚持不懈,就一定能够改变不良的书写习惯,把字写得规范、而且美观、快速。 相似文献
11.
Yan Dong Yue-Yue Yu Jui-Chi Wu Chin-Chung Tsai 《Interactive Learning Environments》2015,23(2):250-266
The main purpose of this study was to examine the relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online. Data were collected from 449 higher education students (152 college students and 297 graduate students) in Beijing via two self-reported questionnaires: one was the Epistemic Beliefs Questionnaire (EBQ), including four scales (Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge, and Certainty of Knowledge); the other was the Online Judgmental Standards of Searching for Literature Questionnaire (OJSSLQ), consisting of six scales (Multiple sources, Authority, Content, Quantitative Indicators, Clarity, and Ease of Access). Through exploratory factor analyses, this study confirmed the reliability and validity of the EBQ and OJSSLQ. Further analyses indicated that there were significant differences between college and graduate students for the Content and Ease of Access judgmental standards of searching for literature online whereby graduate students had higher standards for these two factors, but there were no differences for the other factors. Correlation analysis between the EBQ and OJSSLQ was conducted for the college and graduate students. An interplay between the students' epistemic beliefs and their evaluative standards of searching for literature online was found. For example, the results indicated that both college and graduate students with the epistemic belief that learning requires great efforts and processes (Learning Effort/Process) had the tendency to judge the academic information by the standards of Authority and Content (i.e. checking the authority of literature or carefully reading the content). This study also found that epistemic beliefs might increasingly play a role in the students' judgmental standards of searching for literature online as they progressed into advanced study. 相似文献
12.
Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227
Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity? 相似文献
13.
茆东莲 《宁波大学学报(教育科学版)》2022,(3):114-123
结合学习文化概念和个人认识论理论,就有意义的学习经历以及对大学英语课堂的期待,对刚入学大一新生进行开放式问卷调查。数据的质性内容分析结果显示,处于学业过渡期的大学生认识论信念表现出以下四个特征:情境化的改变、既幼稚又成熟的双重表现、明显的改变意愿、强烈的情感需求。这些认识论信念特征一方面反映了大学新生根深蒂固的中国文化价值观,另一方面凸显了他们在学业过渡阶段出现的信念动摇。这些研究发现将有助于教师深入了解学生认识论信念,及时提供学业和情感支持,合理调整教学,促进他们认识论的正向发展。 相似文献
14.
Zoë Buck Bracey 《Cultural Studies of Science Education》2018,13(4):925-944
In this article I present a study on learners’ conceptions in cosmology by situating the results in the context of broader historical and sociocultural themes. Participants were community college students in California from non-dominant cultural and linguistic backgrounds finishing their first semester of astronomy. Data were collected through a drawing activity and card sort given during clinical-style interviews. This type of work is typically done from the perspective of conceptual change theory, using drawings to reveal student “misconceptions.” I argue that in analyzing this kind of data, we need to come from the perspective that students are competent, and put their conceptions in context. I begin by presenting traditional frameworks for evaluating and describing learning, all of which rely on an outdated “banking” or “transmission” model of learning that puts an over-emphasis on the performance and attributes of individuals. Not only do these theories provide an incomplete picture of what learning looks like, they create and reify unnecessary divides between “scientific” and “unscientific” that can contribute to student alienation from the world of science. To illustrate this, I present my own results as a window into the logic of learners’ assumptions within a sociocultural context, and suggest ways to support their learning trajectories, rather than figuring out how to unlearn their misconceptions. Through this analysis, I hope to show how taking student conceptions out of sociocultural context can potentially exclude students from non-dominant cultural and linguistic backgrounds from science. 相似文献
15.
Fred DERVIN Anu HÄRKÖNEN Mei YUAN Wan ZHANG Ning CHEN 《Frontiers of Education in China》2020,15(4):588
Research on international students’ experiences abroad has tended to rely on models of adjustment, integration and/or acculturation to describe their (mis-)encounters with different kinds of people (e.g., co-nationals, locals and other international students). This paper proposes to use the more fluid concepts of imaginaries and hospitality, leaving behind stages and phases of adaption and acculturation, and focusing on the influence of the Structure on their experiences. Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university, the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their (mis-)encounters. Culturalist, differentialist and essentialist imaginaries (static and fixed views of Chineseness) are often used to justify the lack of encounters and the “segregation” and somewhat “positive discrimination” that they experienced. However, the paper shows that, amongst others, the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion. Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China, some recommendations are made to solve, at least in part, misconceptions about what interculturality and hospitality entail in the internationalization of higher education. 相似文献
16.
Amy Stornaiuolo 《学习科学杂志》2020,29(1):81-103
This article centers sociocultural and sociopolitical considerations of how young people understand, represent, and use data by presenting findings from a social design research study about how students in a public urban high school authored “data stories” using personal data they curated, collected, and visualized. The study contributes to theoretical understandings of critical data literacies by considering the experiences and practices of adolescents enrolled in a required media arts class as they produced data visualizations drawn from their everyday lives. Findings center on two aspects of critical data literacies youth developed—understanding themselves as people capable of using data for multiple purposes and understanding data as socially situated resources for meaning-making. This study foregrounds the importance of positioning youth as authors and architects of data, making central youth perspectives in understanding the role of data in young people’s digitally connected lives and highlighting the importance of expanding what “counts” as data. It also suggests the importance of creating infrastructure to support the development of culturally relevant data practices that highlight the social, cultural, and political uses of data and its racialized dimensions. 相似文献
17.
Kun Huang Xun Ge Deniz Eseryel 《Educational technology research and development : ETR & D》2017,65(1):75-100
This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students’ conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one enhanced with metaconceptual scaffolding, while the other was not. The findings led to the following conclusions: (a) metaconceptual scaffolding enhanced simulation-based learning by significantly reducing science misconceptions, but it was not as effective in changing students’ mental models which consisted of multiple interrelated key concepts; (b) students’ beliefs about the speed of learning and the construction of knowledge were strong predictors of conceptual change learning outcomes; (c) epistemologically more mature students did not benefit more from metaconceptual interventions than those with less mature beliefs; (d) further interventions are needed to promote the development of students’ science epistemic beliefs in inquiry learning. 相似文献
18.
Krista R. Muis Gregory Trevors Melissa Duffy John Ranellucci Michael J. Foy 《Journal of Experimental Education》2016,84(2):264-288
The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerle's (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general knowledge, respectively. Following completion of the questionnaires, students participated in an interview that further probed their epistemic beliefs to better understand the nature of their beliefs. Results from our study suggest students’ beliefs across domains are somewhat related but still unique to that particular domain. Moreover, analysis of the interviews revealed that students espouse general knowledge beliefs and domain-specific beliefs. Interestingly, students expressed absolutist beliefs about mathematics, but were multiplist in their stances toward psychology and general knowledge. When asked to provide examples that came to mind when reporting their beliefs, students frequently drew on their classroom experiences to explain why they held specific beliefs. We discuss theoretical implications. 相似文献
19.
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
20.
大学生"丧文化"是青年亚文化的表现形态之一。虽然"丧文化"对大学生的影响并非都是消极的,但仍然可能会导致大学生滋生悲观厌世的人生态度、出现政治信仰迷茫问题、助长消极颓废的社会心理等问题。针对大学生"丧文化"现象,要切实满足大学生的成长成才需求,为大学生创造合理的宣泄渠道,弘扬社会主义核心价值观,并给予大学生以人文关怀,促进大学生的全面发展。 相似文献