The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies

Lang, Fabian; Kammerer, Yvonne; Oschatz, Kerstin; Stürmer, Kathleen; Gerjets, Peter

doi:10.1080/09500693.2019.1710875

Cited by 12 publications

(5 citation statements)

References 75 publications

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“…Note that results of the eye-tracking data on the controversies of a subgroup of 44 participants are reported elsewhere, seeLang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2020). The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies.…”

mentioning

confidence: 90%

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

et al. 2020

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Prior research on epistemic beliefs, that is, individuals' views about knowledge and knowing, has mainly focused either on individuals' professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of evaluations of scientific controversies. Participants were N = 79 university students who first completed a questionnaire that targeted their professed uncertainty beliefs about scientific knowledge. Then, approximately 1 week later, they completed a standardized test in which they evaluated five scientific controversies. Cued retrospective verbal reports were used to measure their enacted uncertainty beliefs while taking the test. Results revealed that professed and enacted uncertainty beliefs were interrelated and that both variables predicted individuals' performance with regard to the evaluation of scientific controversies. Furthermore, the effect of professed uncertainty beliefs on controversy-evaluation performance was partly mediated by enacted uncertainty beliefs. The findings of the present study point toward novel theoretical insights and educational implications regarding the relations between professed and enacted beliefs about the uncertainty of scientific knowledge and their role in individuals' evaluation of scientific controversies.

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confidence: 90%

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

et al. 2020

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“…For example, one website may present the claim that sunscreen containing nanoparticles provides better protection from UV radiation and is safer than conventional products, while another website may point out potential negative consequences for our health by nanoparticles entering our body through the skin barrier. Thus, laypersons frequently need to decide not only whether to believe a scientific claim, but also which claim to believe in (if any at all), and the evaluation of multiple documents or perspectives becomes a central role in scientific literacy (Britt et al, 2014;Halverson et al, 2010;Lang et al, 2020;Sharon & Baram-Tsabari, 2020). This is a difficult task, since laypersons often lack prior knowledge and may rely on fragmentary understandings of complex scientific issues.…”

Section: Introductionmentioning

confidence: 99%

How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts

Gottschling

Kammerer

Thomm

et al. 2020

International Journal of Science Education, Part B

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When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their own prior knowledge. This study aims to investigate how differences in the trustworthiness and/or expertise of the sources putting forward the conflicting claims affect laypersons' explanation and resolution of the scientific conflict. We sequentially presented 144 participants with two conflicting scientific claims regarding the safety of nanoparticles in sunscreen and manipulated whether the scientists putting forward the claims differed in their trustworthiness and/or expertise. After having read the claims on a computer in a self-paced manner, participants rated their subjective explanations for the conflicting claims, assessed their personal claim agreement, and completed a source memory task. We examined how differences in source trustworthiness and source expertise affected these measures. Results showed that trustworthiness differences resulted in higher attribution of the conflict to motivational explanations, and expertise differences in higher attribution of the conflict to competence explanations, than without respective differences. Furthermore, main effects of trustworthiness differences and of expertise differences on readers' claim agreement were shown, with participants agreeing more with claims from sources of higher trustworthiness or expertise.

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“…Studies have revealed that SSI potential to challenge students' rational, social, and emotional skills [42]- [44]. Additionally, SSI can serve as a useful context for learning specific science content knowledge, understanding of the nature of science and addressing citizenship education [45]- [50].…”

Section: Decision-making Style Based On Gender Grade Region and Universitiesmentioning

confidence: 99%

Decision-making style profiles of pre-service biology teachers in socio-scientific issues

Genisa

Subali

Djukri

et al. 2021

IJERE

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This study aimed to describe the decision-making style regarding the socio-scientific issue (SSI) of pre-service Biology teachers in four regions of Indonesia as a guide in designing active, varied, and creative learning involving students in each learning session. Data were collected using a questionnaire to 514 participants and analyzed descriptively-quantitatively. The results showed that each student's decision-making style is influenced by cognitive dimensions and processes during learning. Analytical decision-making styles also have a positive effect on gender, grade, region, and university.

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The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies

Cited by 12 publications

References 75 publications

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts

Decision-making style profiles of pre-service biology teachers in socio-scientific issues

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