Abstract
Students spontaneously engage in epistemic cognition when reading conflicting scientific information. This study examines how this epistemic cognition is related to students’ actual beliefs. In addition, the interplay of students’ epistemic beliefs and prior attitudes when encountering conflicting and partly attitude-inconsistent information on a controversial socio-scientific is studied using think-aloud methods.
| Original language | English |
|---|---|
| Publication status | Published - 10 Sept 2012 |
| Event | EARLI SIG 02 : Comprehension of Text and Graphics - Pierre-Mendès-France University of Grenoble, Grenoble, France Duration: 29 Aug 2012 → 31 Aug 2012 |
Other
| Other | EARLI SIG 02 |
|---|---|
| Country/Territory | France |
| City | Grenoble |
| Period | 29/08/12 → 31/08/12 |
Keywords
- epistemic cognition
- prior attitudes
- conflicting information
- multiple texts