KReC-MD: Knowledge Revision with Multiple Documents

Butterfuss, Reese; Kendeou, Panayiota

doi:10.1007/s10648-021-09603-y

Cited by 16 publications

(8 citation statements)

References 64 publications

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“…Once the descriptive aspects of a theory have been developed, scholars use abduction (i.e., inferencing to what a person thinks is the best explanation) to develop (Butterfuss & Kendeou, 2021;Schroeder & Kucera, 2022). The results of such research can support or refute some or all aspects of the explanation, sometimes leading to changes in either the explanatory or descriptive aspects of the theory, or both.…”

Section: Theory Developmentmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

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Section: Theory Developmentmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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“…Moreover, despite the reported difficulty to initiate belief revision (e.g., Richardson, 1996;Lewandowsky et al, 2012), both Thomm et al (2021a) and this replication found that participants' prior beliefs shifted toward the conclusion supported by the read evidence. Though unexpected, these findings can possibly be explained by literature on knowledge revision and refutational texts (Tippett, 2010;Kendeou et al, 2014;Butterfuss and Kendeou, 2021). We will elaborate more deeply on both issues in the general discussion.…”

Section: Discussionmentioning

confidence: 81%

“…Two issues arise in this regard. First, the question regarding how the belief change might have been initiated can be answered by drawing upon the Knowledge Revision Components Framework-Multiple Documents (KReC-MD; Butterfuss and Kendeou, 2021). Though not explicitly designed that way, the studies' materials may have served the central principles of knowledge revision.…”

Section: Discussionmentioning

confidence: 99%

The scientific impotence excuse in education – Disentangling potency and pertinence assessments of educational research

Futterleib

Thomm²,

Bauer³

2022

Front. Educ.

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When facing belief-contradictory scientific evidence, preservice teachers tend to doubt the potency of science and consult scientific sources less frequently. Thus, individuals run the risk not only to maintain questionable assumptions but also to develop dysfunctional stances toward research as a reliable source of knowledge. In two studies, we (a) replicated findings on the so-called scientific impotence excuse (SIE) in education and (b) differentiated the effects on the potency and pertinence of science to investigate educational topics to better understand the nature of SIE-related science devaluation. Both studies followed a 2 × 2 mixed experimental design: Preservice teachers assessed their prior belief about an educational topic (i.e., effectiveness of grade retention) before and after reading either confirming or disconfirming scientific evidence concerning the topic. Study 1 (N = 147 preservice teachers; direct replication) confirmed the central prior findings of science devaluation when belief-evidence conflicts occur. In contrast, the results of Study 2 (N = 152; follow-up study) revealed no systematic devaluations of science when disentangling the facets of potency and pertinence. Despite partial devaluation tendencies, both studies revealed that preservice teachers adapted their prior beliefs to the evidence presented. These findings extend previous research by providing insights into the conditions of science devaluation.

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“…9 For an individual to construct meaning from reading written text, there are important differences between meaning constructed from a single, or coherent, text and meaning derived from multiple, perhaps conflicting, texts. 10 Ultimately, when experiencing conflicting information from a single or multiple texts, the reader must build a mental picture (or representation) of the multiple sources. When one reads conflicting information on student evaluations, the process can be challenging and is quite likely to lead to a form of trait ambivalence.…”

mentioning

confidence: 99%

“…The high level of conflicting feedback as part of reading evaluations presents cognitive challenges that have been considered by learning sciences studies related to information acquisition associated with reading . For an individual to construct meaning from reading written text, there are important differences between meaning constructed from a single, or coherent, text and meaning derived from multiple, perhaps conflicting, texts . Ultimately, when experiencing conflicting information from a single or multiple texts, the reader must build a mental picture (or representation) of the multiple sources.…”

mentioning

confidence: 99%

Can the Cognitive Processes of Reading Student Evaluations Influence Their Utility?

Holme

2021

J. Chem. Educ.

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The end of the semester has any number of regular milestones for teachers, among them the receipt of student evaluations of teaching. Particularly for those who teach large course sections, the anticipated experience of reading evaluations is often bemusement. Frequently, there are significant numbers of student comments on both "sides" of a component of a course, from homework to tests to perceptions of instructor flexibility. Encountering conflicting information induces challenges to the cognition one uses to digest the material. Because evaluations tend to contain such conflicts, the potential for ambivalent reactions to the information is heightened. How such ambivalence arises, and what it might mean for discerning actionable ideas from student evaluations, is a timely concept to ponder as an unusual semester/quarter comes to a close.

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KReC-MD: Knowledge Revision with Multiple Documents

Cited by 16 publications

References 64 publications

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

The scientific impotence excuse in education – Disentangling potency and pertinence assessments of educational research

Can the Cognitive Processes of Reading Student Evaluations Influence Their Utility?

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