Students' Conceptions of Knowledge, Information, and Truth

Autor/inn/en	Alexander, Patricia A.; Winters, Fielding I.; Loughlin, Sandra M.; Grossnickle, Emily M.
Titel	Students' Conceptions of Knowledge, Information, and Truth
Quelle	In: Learning and Instruction, 22 (2012) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.05.004
Schlagwörter	Undergraduate Students; Concept Formation; Epistemology; Definitions; Language Usage; Content Analysis; Comparative Analysis + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Erkenntnistheorie; Begriffsbestimmung; Sprachgebrauch; Inhaltsanalyse
Abstract	In this study, everyday conceptions of knowledge, information, and truth were investigated as 161 US undergraduates completed three online tasks that investigated understandings of these foundational constructs. For the first task, respondents graphically represented the interrelations of knowledge, information, and truth; the second task required them to justify those representations; and the third involved defining each term. Representations were compared to written justification to gauge consistency and data were analyzed to identify relational patterns, with six stable patterns emerging from the conceptions (e.g., knowledge establishment and truth establishment). A content analysis was performed to: (a) identify the specific language frequently used to define these terms, and (b) contrast definitions as a whole to conceptions that populate the psychological and related literatures. The significance of the resulting patterns is considered in light of the literature in epistemic beliefs and empirical implications and practical relevance are discussed. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10