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ERIC Number: EJ1118386
Record Type: Journal
Publication Date: 2016-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1556-1623
EISSN: N/A
Differences in Student Reasoning about Belief-Relevant Arguments: A Mixed Methods Study
McCrudden, Matthew T.; Barnes, Ashleigh
Metacognition and Learning, v11 n3 p275-303 Dec 2016
This mixed methods study investigated high school students' evaluations of scientific arguments. Myside bias occurs when individuals evaluate belief-consistent information more favorably than belief-inconsistent information. In the quantitative phase, participants (n = 72 males) rated belief-consistent arguments more favorably than belief-inconsistent arguments; however, they also rated strong arguments more favorably than weak arguments, which indicated they did not evaluate the arguments exclusively on whether they were belief-consistent. In the follow-up qualitative phase, we conducted interviews with purposefully-sampled students who showed either higher or lower levels of myside bias. Results indicated that students in both groups applied normative evaluation criteria to the arguments. However, students who showed little or no myside bias applied the same evaluation criteria to arguments independent of whether they were belief-consistent, whereas students who showed high levels of myside bias applied different evaluation criteria to belief-inconsistent arguments. These findings suggest that procedural and conceptual metacognition may play a role in the extent to which individuals reason independent of their beliefs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A