Literaturnachweis - Detailanzeige
| Autor/inn/en | Hsieh, Ya-Hui; Tsai, Chin-Chung |
|---|---|
| Titel | Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience |
| Quelle | In: Journal of Science Education and Technology, 23 (2014) 3, S.299-308 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-0145 |
| DOI | 10.1007/s10956-013-9464-6 |
| Schlagwörter | Epistemology; Beliefs; Scientific Attitudes; Student Attitudes; Academic Standards; Online Searching; Evaluation Criteria; Search Strategies; Scientific and Technical Information; Cognitive Processes; Difficulty Level; Questionnaires; Student Surveys; Structural Equation Models; Cognitive Style; Correlation; College Students |
| Abstract | The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students' scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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