Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict

被引：43

作者：

Ferguson, Leila E. ^{[1
]}

Braten, Ivar ^{[1
]}

Stromso, Helge I. ^{[1
]}

Anmarkrud, Oistein ^{[1
]}

机构：

[1] Univ Oslo, Inst Educ Res, N-0317 Oslo, Norway

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 62卷

关键词：

Epistemic beliefs; Change in epistemic beliefs; Multiple-documents comprehension; Conflict in multiple-documents reading; HIGH-SCHOOL-STUDENTS; PERSONAL EPISTEMOLOGY; ONTOLOGICAL COGNITION; LEARNING ENVIRONMENTS; DOMAIN-SPECIFICITY; TEXT COHERENCE; KNOWLEDGE; INFORMATION; INSTRUCTION; ARGUMENTS;

D O I：

10.1016/j.ijer.2013.07.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Tenth-graders responded to questionnaires assessing beliefs concerning the justification of knowledge claims in science and the certainty/simplicity of knowledge about a particular scientific issue. Students in an experimental group, who read multiple conflicting documents concerning the issue of sun exposure and health, changed their domain-specific beliefs concerning personal justification and justification by multiple sources as well as their topic-specific beliefs concerning the certainty/simplicity of knowledge, whereas no such changes were observed in a control group, reading multiple consistent documents on the same issue. Moreover, students in the experimental group outperformed students in the control group on a measure of multiple-documents comprehension. Findings are considered in light of the existing literature on the change of epistemic beliefs and multiple-documents comprehension. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：100 / 114

页数：15

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