Plausibility Judgments in Conceptual Change and Epistemic Cognition

Lombardi, Doug; Nussbaum, E. Michael; Sinatra, Gale M.

doi:10.1080/00461520.2015.1113134

Cited by 88 publications

(121 citation statements)

References 109 publications

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“…One important criterion for the validity of a scientific explanation is its plausibility, especially the plausibility of the explanation relative to alternatives (Hogan & Maglienti, ). Students and the general public also engage in evaluations based on the plausibility of explanations, but often do so implicitly (i.e., without much or any thought; Lombardi, Nussbaum, & Sinatra, ). The present study builds upon these ideas.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The present study builds upon these ideas. Specifically, the present study uses a recent theoretical model that views evaluation as a central component in the dynamic process of students’ explicit evaluations and reappraisal of an explanation’s plausibility (Lombardi, Nussbaum, & Sinatra, ). This model also posits that evaluations and plausibility reappraisal may facilitate deeper knowledge about science.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In their development of the PJCC, Lombardi, Nussbaum, & Sinatra () also discussed the meaning of plausibility from both the philosophy of science and science studies perspectives. Specifically, Lombardi, Nussbaum, & Sinatra () discussed how scientists incorporate plausibility judgments into their evaluations of explanations (see, e.g., Brewer et al., ). In short, plausibility as an epistemic judgment of potential truthfulness is an outcome of individuals’ evaluations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Interestingly, these learning gains persisted 6 months after this short instructional activity and related to appreciable shifts in students’ plausibility judgments toward the scientific explanation. Lombardi and colleagues (Lombardi et al., 2013; Lombardi, Nussbaum, & Sinatra, ) speculated that the study’s instructional activity promoted students’ critical evaluations.…”

Section: Introduction and Purposementioning

confidence: 99%

See 3 more Smart Citations

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

et al. 2017

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Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated of the postinstructional knowledge scores were related to participants' evaluations, above and beyond background knowledge, which accounted for 26% of the variance. The activities used in this study may help students develop their critical thinking skills by facilitating evaluation of the validity of explanations based on evidence, a scientific practice that is key to understanding both scientific content and science as a process. However, results from the study were modest and suggest that additional research, from both theoretical and empirical perspectives, may be warranted.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introduction and Purposementioning

confidence: 99%

See 2 more Smart Citations

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

et al. 2017

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“…The fact that knowledge and beliefs persist even though they are discredited by later information may be partly explained by memory processes, for example, the passive reactivation of discredited, but nevertheless salient and easily accessible, concepts (Ecker, Swire, & Lewandowsky, 2014;Kendeou & O'Brien, 2014;see Richter & Singer, in press, for an overview). However, the epistemic monitoring of information during comprehension and the plausibility judgments that are generated by this process are likely to contribute to these effects as well (for a similar idea, see Lombardi, Nussbaum, & Sinatra, 2016).…”

Section: A Two-step Model Of Processing Conflicting Information In Mumentioning

confidence: 99%

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Richter

Maier

2017

Educational Psychologist

136

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Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class discussion. Classroom observations of whole‐class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole‐class discussions were collected, transcribed, and analyzed. A storyline talk to manage uncertainty during whole‐class discussion was developed and consisted of three stages: (1) Raise epistemic uncertainty through creating ambiguous conditions; (2) Maintain epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) Reduce epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes beyond asking questions and problematizing phenomena. When engaging students in storyline‐based whole‐class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that raises, maintains, and reduces student uncertainty to horizontally and vertically construct a collective knowledge among students. The horizontal nature occurs within a stage of management, and the vertical nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty.

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Plausibility Judgments in Conceptual Change and Epistemic Cognition

Cited by 88 publications

References 109 publications

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

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