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ERIC Number: EJ864955
Record Type: Journal
Publication Date: 2009-Jul
Pages: 21
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0144-3410
Beliefs about Knowledge and Knowing and Multiple-Text Comprehension among Upper Secondary Students
Stromso, Helge Ivar; Braten, Ivar
Educational Psychology, v29 n4 p425-445 Jul 2009
Using a sample of 282 Norwegian upper secondary students, we examined whether two dimensions of topic-specific epistemic beliefs, concerning the certainty of knowledge and the justification for knowing, predicted students' understanding of seven texts representing partly conflicting views on climate change. Text comprehension was measured at three different levels. Topic knowledge and topic interest were included in the analyses as control variables. Hierarchical regression analyses showed that students' beliefs about justification for knowledge positively predicted text comprehension at all three levels. That is, students believing that knowledge claims about climate change should be based on rules of inquiry and the evaluation and integration of multiple information sources did better on the three comprehension measures. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A