Unpacking Students' Epistemic Cognition in a Physics Problem-Solving Environment

Autor/inn/en	Lindfors, Maria; Bodin, Madelen; Simon, Shirley
Titel	Unpacking Students' Epistemic Cognition in a Physics Problem-Solving Environment
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 5, S.695-732 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindfors, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21606
Schlagwörter	Epistemology; Schemata (Cognition); Science Instruction; Comparative Analysis; Physics; Problem Solving; Student Attitudes; Video Technology; Correlation; Scientific Attitudes; Computer Simulation; Mechanics (Physics); Grade 10; High School Students; Metacognition; Teaching Methods; Reflection; Recall (Psychology) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Cognition; Schema; Kognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Problemlösen; Schülerverhalten; Korrelation; Computergrafik; Computersimulation; Mechanik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung
Abstract	It is a widely held view that students' epistemic beliefs influence the way they think and learn in a given context, however, in the science learning context, the relationship between sophisticated epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationship between students' scientific epistemic beliefs (SEB), their epistemic practices, and their epistemic cognition in a computer simulation in classical mechanics. Tenth grade students' manipulations of the simulation, spoken comments, and behavior were screen and video-recorded and subsequently transcribed and coded. In addition, a stimulated recall interview was undertaken to access students' thinking and reflections on their practice, in order to understand their practice and make inferences about their process of epistemic cognition. The paper reports on the detailed analysis of the data sets for three students of widely different SEB and performance levels. Comparing the SEB, problem solutions and epistemic practices of the three students has enabled us to examine the interplay between SEB, problem-solving strategies (PS), conceptual understanding (CU), and metacognitive reflection (MCR), to see how these operate together to facilitate problem solutions. From the analysis, we can better understand how different students' epistemic cognition is adaptive to the context. The findings have implications for teaching science and further research into epistemic cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01