Please use this identifier to cite or link to this item:
Moving from Performance-centered Study to Cognitive and Processing Analysis on Students’ Online Learning and Argument Performances
epistemic beliefs in science
eye tracking method
The ultimate goal of this thesis was to investigate how students reason and evaluate a biomedical socio-scientific issue (SSI). To reach the goal, we prepared several studies that were theoretically, methodologically and empirically related. Previous studies have indicated that some psychological factors may affect students’ cognitive process during learning and their argument performances. Among these factors, epistemic beliefs in science have been frequently mentioned and discussed. In literature, various forms of epistemic beliefs related to reasoning can be found. However, the associations between different epistemic beliefs have not been thoroughly examined. In study 1 (Chapter 2), we examined the associations among beliefs about the nature of knowledge, beliefs about the justification for knowing in science and Internet-specific justification, and then tested a structural model of these epistemic beliefs . In this thesis, a key method for empirical studies was the eye tracking method. Although the eye tracking method has been used by psychological and educational researchers, how this method can be applied specifically to investigate processes of science learning has not been systemically examined. Therefore, the second study of this thesis (presented in Chapter 3) was a methodologically literature review to analyze the research issue, research design and learning dimensions of studies in science education, which apply the eye tracking method. Based on the review result, we applied an inherent eye tracking design to explore information processing behaviors associated with the learning activities involved in the thesis research. Given that the ultimate goal of the study was related to the practice of argumentative reasoning on a SSI, it was hypothesized that the personal epistemic beliefs in science should interact with the understanding about the argument structure. We conducted empirical studies to test the interactions. Accordingly, in Study 3 (Chapter 4), the associations among different types of epistemic beliefs in science, learning of argument structure and understanding of the argument structure were analyzed. At last, another empirical study as presented in Study 4 (Chapter 5) was designed to investigate how students reasoned about a biomedical issue involved in the study. Factors explored in Study 1-3 were taken into consideration in the design. In Study 4, an online learning environment was created first, which allowed students to learn basic scientific knowledge, read the socio-scientific issue with selected articles, search related information through the Internet, and present their opinions. University learners were asked to learn and evaluate the biomedical issue discussed in the study in the online learning environment. Afterwards, we examined the effects of epistemic beliefs, students’ information processing behaviors during the online activities and the uses of argument components in the context of the biomedical issue. The result showed that students’ attention to the online SSI lesson and the web search result were positively correlated with the change in argument performance. Especially, attention to warrant for the opposing opinion positively predicted the change. Interactions among argument performances, visual attention during learning and epistemic beliefs in science were found. Based on the study results as presented in Chapter 2 to 5, suggestions for future research and implications for science education were provided in Chapter 6.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.