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The Role of Students' Scientific Epistemic Beliefs in Computer-Simulated Problem Solving.

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Τίτλος: The Role of Students' Scientific Epistemic Beliefs in Computer-Simulated Problem Solving.
Συγγραφείς: Lindfors, Maria, Winberg, Mikael, Bodin, Madelen
Πηγή: Scandinavian Journal of Educational Research; Feb2019, Vol. 63 Issue 1, p124-144, 21p
Θεματικοί όροι: Problem solving, Computer simulation, A priori, Quantitative research, Metacognition
Περίληψη: Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19 tenth-grade students, with different scientific epistemic beliefs, were video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem-solving process and outcomes. Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between the theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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  Data: The Role of Students' Scientific Epistemic Beliefs in Computer-Simulated Problem Solving.
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  Data: Scandinavian Journal of Educational Research; Feb2019, Vol. 63 Issue 1, p124-144, 21p
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  Data: <searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br /><searchLink fieldCode="DE" term="%22A+priori%22">A priori</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink>
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  Data: Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19 tenth-grade students, with different scientific epistemic beliefs, were video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem-solving process and outcomes. Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between the theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2019
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