The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.     

Digital Module 05: Diagnostic Measurement—The G‐DINA Framework https://ncme.elevate.commpartners.com

In this ITEMS module, we introduce the generalized deterministic inputs, noisy “and” gate (G‐DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G‐DINA model, as well as common special cases, and a review of model‐data fit evaluation practices within this framework. We use the flexible GDINA R package, which is available for free within the R environment and provides a user‐friendly graphical interface in addition to the code‐driven layer. The digital module also contains videos of worked examples, solutions to data activity questions, curated resources, a glossary, and quizzes with diagnostic feedback.     

体育教育专业必修课<体操>教材整体框架设计

通过对体操课程目标的再认识和选择教材内容的价值取向背景分析,根据教材整体框架由理论层面到操作层面,再到实践层面的逻辑递进思路,将体操教材整体框架设计为:体操基础理论篇,体操练习方法篇和体操教学指导篇,依据体操课程的基本教学内容相应地填充10章节教材内容。     

挪威学前教育的《日间护养机构的框架计划》

挪威学前教育的《日间护养机构的框架计划》对于我国《幼儿园教育指导纲要(试行)》的解读和贯彻实施具有重要的借鉴意义。该框架计划可分为三个主要的部分:第一部分是“总论”,提出了日间护养机构的工作目标和基本原则。第二部分是“内容——学习和体验的领域”。第三部分是关于“计划的运用”。本文重点讨论了第二部分,即日间护养机构的工作内容。在此基础上,本文提出了该框架计划的启示意义。     

高校体育课程设置的改革构想

高校体育课程设置的改革，应根据高校体育的特点，找准高校体育教学以终身体育、健康教育为主导思想的切入点，全方位、多层次地进行。从7个方面论述了高校体育课程设置的改革构想。     

基于OAI-ORE的异构数字仓储互操作框架

对具有代表性的异构数字仓储互操作相关项目进行简要介绍,结合已有仓储互操作项目经验和OAI-ORE规范,提出基于OAI-ORE的异构数字仓储互操作框架。该框架的核心是使用OAI-ORE抽象数字对象模型对异构仓储不同数据模型进行统一表达,并在其基础上通过设置互操作层的Harvest、Obtain和Put标准服务接口,屏蔽仓储之间的异构性,实现异构仓储复合数字对象获取和存入方法的统一。     

基于本体的内容管理模式探讨

根据本体与内容管理存在的关系,提出了一种基于本体的内容管理模式,藉此为具体领域的内容管理提供一种思路。     

论信息伦理的四维架构

本文提出了由要素维、领域维、层次维和利害关系人维构成的信息伦理的四维架构理论。四个维度各有理论上需要研究和解决的问题 ,并从整体上标示出信息伦理领域的主要知识范畴。四维架构理论也为具体的信息伦理分析提供了一个理论框架     

电子政务技术框架

为了提高电子政务的实施水平，避免盲目和重复投资，实现信息共享和政府协同工作，本文从电子政务实际操作出发，给出了一个三层的电子政务技术框架，并介绍了电子政务建设中，应该考虑和采用的技术手段和方法，为电子政务的政府管理人员和技术实施人员提供了前沿技术指南。     

我国促进大数据发展政策工具选择体系结构及其优化策略研究

[目的/意义]探究我国为实现促进大数据发展的政策目标而构建的政策工具选择体系结构,揭示大数据政策工具选择中存在的问题,为优化我国促进大数据发展政策工具选择提供建议。[方法/过程]构建由63项聚焦大数据发展的政策文本构成的政策样本集,运用内容分析法,对样本集中包含的政策工具进行编码。建立包含基础资源维度、技术维度和领域维度的政策工具选择三维分析框架,通过编码映射,建立其与政策工具编码的关联。从领域维度,使用层次聚类分析法,对样本政策文本进行聚类分析。[结果/结论]政策工具编码分析结果显示,我国大数据政策工具选择中存在缺乏长期规划,政策及政策工具协同不足,政策工具选择欠丰富;政策工具选择结构失衡;需求表达模糊,难以定位关键政策及政策工具等问题。应加强战略规划和发展理念指引,重视政策及政策工具协同,规避公共风险,构建需求驱动和问题导向的政策工具选择体系结构,创新设计与应用关键政策工具。