Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

Franco, Gina M.; Muis, Krista R.; Kendeou, Panayiota; Ranellucci, John; Sampasivam, Lavanya; Wang, Xihui

doi:10.1016/j.learninstruc.2011.06.003

Cited by 62 publications

(55 citation statements)

References 64 publications

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“…Regardless the studies on epistemic beliefs relate to language learning in the first language (for example in Fujiwara, et al, 2012;Chen, 2012;Franco et al, 2012;Chan et al, 2011), one of empirical findings has demonstrated that epistemic beliefs that students hold about a target foreign language, especially in EFL setting has demonstrated that the higher the students' epistemic beliefs, the better their EFL proficiency (Akbari & Karimi, 2013). However, epistemic beliefs which are specific to English language learning have not become the concern in the previous studies.…”

Section: Erudio (Journal Of Educational Innovation) 5(1) June 2018mentioning

confidence: 99%

Evaluation of the Course on Finite Element Method With Ansys Application Software for Improving Mechanical Engineering Students’ Problem-Solving Skills

Emaliana

Lailiyah²

2018

Erudio

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This article describes a phenomological study in which the researchers explored students' experiences in joining task-based learning (TBL) activities. Semi-structured in-depth interviews were conducted with six participants from low, medium, and high achievement levels who had completed one semester of introduction to research method course. Using interpretative phenomenological analysis (IPA), the researchers identified four primary themes representing the lived experience and meaning found in the participants' experience of task-based learning activities: (1) constructive communication; (2) helping others; (3) learning strategies; (4) sense of responsibility. The findings both support and contribute new aspects to the knowledge of this experience. The results also point to sophisticated epistemic beliefs level own by the students as the essence of the phenomenon of task-based learning activities.

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Section: Erudio (Journal Of Educational Innovation) 5(1) June 2018mentioning

confidence: 99%

Evaluation of the Course on Finite Element Method With Ansys Application Software for Improving Mechanical Engineering Students’ Problem-Solving Skills

Emaliana

Lailiyah²

2018

Erudio

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“…They acknowledge the domain-specificity of personal epistemologies and suggest that assuming generalized PE from limited data explains the problems that have been encountered with validity and prediction of quantitative measures (Greene, Torney-Purta, & Azevedo, 2010;Limón Luque, 2003;Muis et al, 2006). Indeed, the most successful quantitative studies of PE have been specific to a single academic domain, such as math or physics (Franco et al, 2012;Greene et al, 2010). At an even more specific scale, the need for contextual understanding of PE is captured to some extent in the view of PE as "resources" mobilized in specific contexts for specific purposes (diSessa, Elby & Hammer, 2001;Louca, Elby, Hammer, & Kagey, 2004).…”

Section: Contextmentioning

confidence: 99%

Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

Beddoes

Montfort²,

Brown³

2017

IJLD

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This article presents a practice-based framework for personal epistemology (PE) research that advances recent efforts to broaden personal epistemology research. The framework accounts International Journal of Learning and Development ISSN 2164-4063 2017 http://ijld.macrothink.org 74 for empirical experiences and also contributes to on-going theoretical efforts to expand personal epistemology research. Building on the "practice turn" that other fields have taken and learned from, the purpose of this article is four-fold. First, it offers a conceptual framework that addresses theoretical and empirical limitations of personal epistemology as it is currently studied. Second, it advances PE research by highlighting the importance of heretofore ignored facets of PE, namely communities of practice, context, epistemic practices, and identity. Third, it advances PE research by adding to on-going conversations about the interrelatedness of dimensions of personal epistemologies. Fourth, it lays out a research agenda for personal epistemology research and concomitant methodological considerations, which have not yet received significant attention from PE researchers.

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“…For example, a recent investigation (Franco et al 2012) examined learning and conceptual change in physics using both essays and the more traditional Force Concept Inventory, a measure of conceptual knowledge widely used in physics education research (see for example, Savinainen and Viiri 2008). The authors found that multiple texts that were both metaphorical and refutational in nature could be used to promote conceptual change.…”

Section: Analogiesmentioning

confidence: 99%

A Relational Reasoning Approach to Text-Graphic Processing

Danielson

Sinatra

2016

Educ Psychol Rev

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We propose that research on text-graphic processing could be strengthened by the inclusion of relational reasoning perspectives. We briefly outline four aspects of relational reasoning: analogies, anomalies, antinomies, and antitheses. Next, we illustrate how textgraphic researchers have been conducting research aligned with aspects of relational reasoning, although not deliberately. We call for future research on intentionally designed textgraphic pairings that should be empirically tested for their ability to support relational reasoning. Finally, we argue that relational reasoning may help explain some of the mixed results and unintended outcomes that often appear in the text-graphic research literature.Researchers have developed rich models to account for both text processing (Kintsch 1992;McNamara et al. 1996) and graphic processing (Ainsworth 2006; Ainsworth and Burcham 2007; Hegarty 2011) in isolation. Yet, when text and graphics are combined, learners tend to infer very different meanings than when these representations are presented independently (Hagan 2007). Often, the combination of a text with a graphic is more than just the sum of the two parts. This is because when combined, text and graphics can communicate relationships among or between the informational representations (Hegarty 2011;McCabe and Castel 2008). In other words, text and graphics, when presented together, are inherently relational.In this article, we briefly review the extant text-graphic research as it relates to four aspects of relational reasoning: analogies, anomalies, antinomies, and antitheses. Next, we present a number of examples that draw upon these four aspects of relational reasoning as they relate to learning with texts and graphics. We go on to suggest that viewing text-graphic processing as an exercise in relational reasoning may help explain a number of inconsistent results that have historically hampered research in this area. Finally, we conclude with Educ Psychol Rev

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Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

Cited by 62 publications

References 64 publications

Evaluation of the Course on Finite Element Method With Ansys Application Software for Improving Mechanical Engineering Students’ Problem-Solving Skills

Evaluation of the Course on Finite Element Method With Ansys Application Software for Improving Mechanical Engineering Students’ Problem-Solving Skills

Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

A Relational Reasoning Approach to Text-Graphic Processing

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