A Theory of Knowledge Revision: the Development of the KReC Framework

被引：2
|
作者：
Kendeou, Panayiota [1 ]
机构：
[1] Univ Minnesota, Dept Educ Psychol, 56 East River Rd, Minneapolis, MN 55455 USA
来源：
EDUCATIONAL PSYCHOLOGY REVIEW | 2024年 / 36卷 / 02期
关键词：
Knowledge revision; Processes; Misconceptions; Mechanism; CONCEPTUAL CHANGE; READING-COMPREHENSION; EXECUTIVE FUNCTIONS; COGNITIVE-PROCESSES; SOURCE CREDIBILITY; SCIENCE-EDUCATION; REFUTATION TEXTS; RETRIEVAL; MODEL; REPRESENTATIONS;
D O I：
10.1007/s10648-024-09885-y
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O'Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and how a systematic set of experimental studies and a shift in paradigm led to its initial development and further refinement. I also outline several virtues and contributions of this framework to the extant literature. I conclude with future directions for further development and applications of the framework in the current information ecosystem.
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页数：21
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