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ERIC Number: EJ1003565
Record Type: Journal
Publication Date: 2013-Jun
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0959-4752
Student Profiles of Knowledge and Epistemic Beliefs: Changes and Relations to Multiple-Text Comprehension
Ferguson, Leila E.; Braten, Ivar
Learning and Instruction, v25 p49-61 Jun 2013
Using cluster-analysis in a sample of 65 Norwegian 10th graders, we identified subgroups characterized by relatively high levels of knowledge combined with relatively low beliefs in personal justification of knowledge claims, as well as subgroups characterized by the opposite pattern of knowledge and personal justification. Moreover, the high knowledge/low personal justification groups differed with respect to the strengths of their beliefs in justification by authority and justification by multiple sources. After having read multiple conflicting texts on a science topic, the majority of students increased their knowledge about the topic and lowered their beliefs in personal justification, combining this pattern with higher beliefs in either justification by authority or justification by multiple sources. The subgroup characterized by relatively high level of knowledge and relatively low level of personal justification in combination with strong beliefs in justification by multiple sources performed best on a multiple-text comprehension measure. Theoretical and educational implications of the study are discussed. (Contains 1 figure and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway