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Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study
ARTICLE

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Learning and Instruction Volume 22, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study used think-aloud methodology to investigate 51 Norwegian undergraduates’ topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students’ epistemic cognition was represented by one dimension concerning the certainty and simplicity of knowledge and three dimensions concerning the justification for knowing by different sources. Moreover, components of a mechanism of change, in particular epistemic doubt and resolution strategies, were identified in the think-aloud protocols. Finally, these mechanism of change components seemed to operate within distinct dimensions of epistemic cognition. Three case studies were used to elaborate on and illustrate how epistemic cognition may be differently involved in the reading of multiple conflicting documents over the course of reading.

Citation

Ferguson, L.E., Bråten, I. & Strømsø, H.I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22(2), 103-120. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2011.08.002

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