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Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study
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Ferguson, Leila E.; Braten, Ivar; Stromso, Helge I. – Learning and Instruction, 2012
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…
Descriptors: Foreign Countries, Evidence, Protocol Analysis, Epistemology
Epistemic Beliefs in Action: Spontaneous Reflections about Knowledge and Knowing during Online Information Searching and Their Influence on Learning
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Mason, Lucia; Ariasi, Nicola; Boldrin, Angela – Learning and Instruction, 2011
In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative…
Descriptors: High School Students, Reflection, Epistemology, Beliefs
Do Learning Protocols Support Learning Strategies and Outcomes? The Role of Cognitive and Metacognitive Prompts
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Berthold, Kirsten; Nuckles, Matthias; Renkl, Alexander – Learning and Instruction, 2007
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different types of prompts were investigated in an experiment with four conditions: cognitive prompts,…
Descriptors: Control Groups, Learning Strategies, Psychology, Undergraduate Students
The Role of Writing in Learning from Analogies
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Klein, Perry D.; Piacente-Cimini, Sabrina; Williams, Laura A. – Learning and Instruction, 2007
This study examines the role of writing in learning scientific principles through analogy. Seventy-two university students observed two demonstrations concerning one of three topics: buoyant force of a fluid, projectile motion or forces internal to a system. Each composed an analogy on one of the topics through speaking-only, writing-only, or…
Descriptors: Scientific Principles, Motion, Memory, Misconceptions