Epistemic processing of multiple science texts on the Internet

互联网上多种科学文本的认知处理

• 批准号: 125193278
• 负责人: Professor Dr. Tobias Richter
• 金额: --
• 依托单位: Institut für Psychologie
• 依托单位国家: 德国
• 项目类别: Priority Programmes
• 财政年份: 2009
• 资助国家: 德国
• 起止时间: 2008-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/125193278?language=en
• 关键词: Epistemic; processing; multiple; science; texts

Students in secondary education, university students, and lay persons who want to learn more about a scientific topic usually read multiple texts from different sources and of varying quality (for example, Wikipedia entries, online media, scientific journals, scientists' web pages, or science blogs). More often than not these texts communicate conflicting information, for example when the texts represent opposing stances in a scientific controversy. This research project investigates how learners comprehend conflicting information in science-related texts and construct mental representations of controversial scientific issues. The first phase of the project was devoted to developing and testing a theoretical model which distinguishes a shallow and an elaborative way of how conflicting information from multiple science-related texts is processed epistemically. This model allows predictions concerning effects of situational and learner-based conditions on cognitive processes and the resulting mental representations in informal learning with multiple texts. So far, these predictions were tested in nine consecutive experiments. Whereas shallow processing seems to cause a one-sided mental representation which is biased towards learners' initial beliefs, elaborative epistemic processing enables learners to construct a balanced and rich mental representation of sicentific controversies. The proposed research for the upcoming project phase concentrates on (1) characteristics of a motivated epistemic processing of scientific controversies, (2) a clarification of the causal role of epistemic monitoring in learning with conflicting information, and (2) the development of effective but economical interventions to foster learning with multiple texts on controversial scientific issues. To this end, four comprehensive experiments are proposed, which are based on different experimental paradigms and methods (among others, eye tracking during reading, reaction time experiments, and training experiments).

想要了解更多科学主题的中等教育学生、大学生和非专业人士通常会阅读不同来源和不同质量的多篇文本（例如，维基百科条目、在线媒体、科学期刊、科学家网页或科学博客）。这些文本常常传达相互矛盾的信息，例如当这些文本代表科学争议中的对立立场时。该研究项目调查学习者如何理解科学相关文本中的冲突信息并构建有争议的科学问题的心理表征。该项目的第一阶段致力于开发和测试一个理论模型，该模型区分了如何从认知上处理来自多个科学相关文本的冲突信息的浅层方法和精细方法。该模型允许预测情景和基于学习者的条件对认知过程的影响以及在使用多个文本的非正式学习中产生的心理表征。到目前为止，这些预测已经在九个连续实验中得到了检验。浅层处理似乎会导致片面的心理表征，偏向学习者的初始信念，而精细的认知处理使学习者能够构建科学争议的平衡且丰富的心理表征。即将到来的项目阶段的拟议研究集中于（1）科学争议的有动机的认知处理的特征，（2）澄清认知监测在学习冲突信息中的因果作用，以及（2）开发有效但经济的干预措施，以促进对有争议的科学问题的多个文本的学习。为此，提出了四个基于不同实验范式和方法的综合实验（其中包括阅读期间的眼动追踪、反应时间实验和训练实验）。