Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment-Reference-Cited by-同舟云学术

Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment

Published:2020-04-16 Issue:3 Volume:29 Page:399-408
ISSN:1059-0145
Container-title:Journal of Science Education and Technology
language:en
Short-container-title:J Sci Educ Technol

Author:

Chang Hsin-Yi,Liang Jyh-Chong,Tsai Chin-Chung

Funder

Ministry of Science and Technology, Taiwan

Publisher

Springer Science and Business Media LLC

Subject

General Engineering,Education

Link

https://link.springer.com/content/pdf/10.1007/s10956-020-09825-9.pdf

Reference45 articles.

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2. Bråten, I., & Ferguson, L. E. (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences, 36, 124–130. https://doi.org/10.1016/j.lindif.2014.10.003.

3. Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38(6), 635–657. https://doi.org/10.1007/s11251-008-9091-4.

4. Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H. I. (2014a). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9–24. https://doi.org/10.1016/j.learninstruc.2013.11.002.

5. Bråten, I., Ferguson, L. E., Anmarkrud, Ø., Strømsø, H. I., & Brandmo, C. (2014b). Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research, 66, 1–12. https://doi.org/10.1016/j.ijer.2014.01.004.

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