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Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding
ARTICLE

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Learning and Instruction Volume 18, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

In this study, we aimed to investigate whether different dimensions of topic-specific epistemological beliefs predict students' understanding of seven texts representing partly conflicting views on climate change. A sample of 157 undergraduates responded to questionnaires on prior knowledge and topic-specific epistemological beliefs before they read the seven texts. After reading, participants were given tasks intended to assess surface and deep understanding, as well as intertextual understanding. Hierarchical multiple regression analyses with the text comprehension measures as dependent variables showed that the belief that knowledge consists of highly interrelated concepts positively predicted scores on all three reading tasks. In addition, beliefs about knowledge as tentative and evolving positively predicted intertextual understanding. Finally, beliefs that the knower is an active constructor of meaning negatively predicted deeper understanding of single texts.

Citation

Strømsø, H.I., Bråten, I. & Samuelstuen, M.S. Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18(6), 513-527. Elsevier Ltd. Retrieved December 6, 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.2007.11.001

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