ERIC Number: EJ921929
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: 75
Consistent Results with the Consistency Hypothesis? The Effects of Epistemic Beliefs on Metacognitive Processing
Muis, Krista Renee; Kendeou, Panayiota; Franco, Gina M.
Metacognition and Learning, v6 n1 p45-63 Apr 2011
We explored relations between students' trade; epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational, empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton's First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical. Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge Muis' trade; (2008) "consistency hypothesis"; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring and epistemic beliefs rather than the underlying epistemology of the domain.
Descriptors: Undergraduate Students, Protocol Analysis, Figurative Language, Prior Learning, Physics, Questionnaires, Metacognition, Epistemology, Recall (Psychology), Textbooks, Prediction, Universities, Beliefs, Science Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A