{"title":"Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context?","authors":"Feng Lin, Gaoxia Zhu, Carol K. K. Chan","doi":"10.1080/01443410.2023.2241685","DOIUrl":null,"url":null,"abstract":"Abstract Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with higher prior epistemic beliefs (EB High) had better learning gains than students with lower prior epistemic beliefs (EB Low) in a different constructivist learning context—Knowledge Building. We found that EB High and EB Low students did not differ in learning gains in Knowledge Building. We also examined how EB High and EB Low students engaged in epistemic practices on Knowledge Forum. Through discourse analysis, we found that although EB High students engaged in more sophisticated epistemic practices than EB Low students did, they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how to help students with different epistemic sophistication benefit from a constructivist learning context.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"583 - 603"},"PeriodicalIF":3.6000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/01443410.2023.2241685","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with higher prior epistemic beliefs (EB High) had better learning gains than students with lower prior epistemic beliefs (EB Low) in a different constructivist learning context—Knowledge Building. We found that EB High and EB Low students did not differ in learning gains in Knowledge Building. We also examined how EB High and EB Low students engaged in epistemic practices on Knowledge Forum. Through discourse analysis, we found that although EB High students engaged in more sophisticated epistemic practices than EB Low students did, they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how to help students with different epistemic sophistication benefit from a constructivist learning context.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.