Epistemic beliefs, epistemic cognitions, and self-regulation processes have a significant role in students' learning. Through this study, I investigated the role of mechanical engineering students' epistemic beliefs and epistemic cognitions involved in self-regulation processes while working on tasks with different difficulty levels. In this…

This study investigated eight experienced science teachers' and eight senior high school students' metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think-aloud tasks and follow-up retrospective interviews were employed. The purposes of the study included: (1) to…

Purpose: This paper aims to illustrate how graphic novel adaptations can engage adolescents in conversations about gender and society, particularly when adaptations are weighed against messaging found in a student's everyday life such as religiously motivated gender normativity. Design/methodology/approach: This paper is based on quantitative and…

The present study explores possible relations between students' epistemic perspective, learning strategies and text comprehension. In Study 1, 79 sixth graders completed paper-and-pencil instruments to measure their epistemic perspective and learning strategies. Students' epistemic perspective was assessed using a scenario-based instrument, the…

First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in…

Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e.,…

It is intuitively appealing to try to combine eye-tracking data and verbal reports when investigating medical image interpretation. However, before collecting such data, important decisions must be made, including exactly when and how to collect the verbal reports. The purpose of this methodological article is to reflect on the pros and cons of…

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four…

The goal in this article is to offer a vision for a scholarship of philosophical learning that philosophers find plausible and helpful and that utilizes our disciplinary skills and knowledge to produce useful insights into how students learn philosophy. Doing so is a challenge because philosophers typically and historically conceive of our work as…

After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg's 1991 study of the cognitive processes…

Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge…