A Theory of Knowledge Revision: the Development of the KReC Framework

IF 10.1 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2024-04-18 DOI:10.1007/s10648-024-09885-y

Panayiota Kendeou

引用次数: 0

Abstract

In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and how a systematic set of experimental studies and a shift in paradigm led to its initial development and further refinement. I also outline several virtues and contributions of this framework to the extant literature. I conclude with future directions for further development and applications of the framework in the current information ecosystem.

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知识修订理论：KReC 框架的发展

在本文中，我将讨论知识修正组件框架（KReC；Kendeou & O'Brien, 2014）的灵感来源、发展和进一步完善。在 KReC 中，我们对促进阅读过程中知识修正的条件进行了理论化，从而在存在先前知识（通常是不正确的知识）的情况下实现成功学习。我将讨论该框架的灵感和需求是如何产生的，以及一套系统的实验研究和范式的转变是如何促成该框架的初步发展和进一步完善的。我还概述了该框架的若干优点以及对现有文献的贡献。最后，我提出了在当前信息生态系统中进一步发展和应用该框架的未来方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.