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.     

Confidence in prior knowledge,self-efficacy,interest and prior knowledge: Influences on conceptual change

This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations.     

Creativity, integrativism and a pedagogy of connection

A case is made for working in higher education across and between disciplines, variously known as inter- and multidisciplinarity. Integrativism is proposed as an inclusive term for these different but related modes of academic work. Working integratively is presented as a creative activity. The application of integrativism to the curriculum leads to the notion of a pedagogy of connection. Sociocultural theory is a theoretical foundation for a pedagogy of connection which consists of a framework for focusing on the contexts of connection and tools for making connections. Activity theory is the basis of analysing context and analogy and conceptual blending are examples of tools. The pedagogy of connection is demonstrated through the example of a sense of place. The example takes the form of a design experiment.     

“解”的词义系统分析

以＂解＂为例,运用＂概念要素分析法＂分析一个多义词的不同义项之间的关系,厘清词义之间的联系。把义位、语义特征和义位的组合分布联系起来,从而考察语义的细微之处     

概念整合理论观照下的诗歌意象语言及其翻译

客观物象、事象入诗即成＂意象＂。意象是诗人主观情思的载体,是诗歌的灵魂和本质特征。Fauconnier提出的概念整合理论对分析人类的创新思维有独到之处,为诗歌分析解读以及诗歌翻译提供了可以利用的理论框架。译者在进行诗歌翻译时,可以尝试将意象组合作为翻译单位,通过语言形式的转换,尽量使原文中的意象得以在译文中再现,在译文中建构起类似于原文中的意象组合,以实现＂立象以尽意＂的目标。     

The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits

ABSTRACT

Background

Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception.     

Conceptual change through vicarious learning in an authentic physics setting

Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.     

Information culture and records management: a suitable match? Conceptualizations of information culture and their application on records management

Good information and records management is assumed to promote organizational efficiency. Despite established management regimes and available technology, many organizations still consider information and records management challenging. The reason may be cultural factors. This study based on a literature review, aims to explore the academic discourse on information culture and to discuss its relevance for records management. The findings show that the concept information culture is used in various ways: as an explanatory framework; as an analytical and evaluative tool; or as normative standard. The research on information culture addresses several areas: business performance, systems implementation, the manifestation of information culture in different organizations, and a few concerns records management practices. The research settings and the objects of study varied, why general conclusions are difficult to draw, but often a positive correlation between culture and performance is assumed. The focus has been on how information is used, shared and disseminated, while the production and management, that is the vital object of records management, has with few exceptions been neglected. If information culture should fully function as an analytical framework concerning records management, a widened and more inclusive conceptualization is required, which also will enrich information culture as a theoretical concept.     

中国化马克思主义的历史生成及概念变迁

马克思主义中国化与中国化马克思主义构成了中国化马克思主义历史生成的双重语境。中国化马克思主义的理论概念经历了由中国的马克思主义—当代中国马克思主义—中国特色社会主义的历史变迁过程。中国特色社会主义道路与中国特色社会主义理论体系的逻辑互动体现了中国化马克思主义理论形态与实践形态的当代统一。     

Sport-for-development: A comprehensive analysis of theoretical and conceptual advancements

Over the past decade, the field of sport-for-development (SFD) has experienced significant growth and diversification across research and practice. In this review paper, the authors provide a comprehensive analysis and discussion of the theoretical and conceptual developments within SFD, addressing a gap in the literature. Following a sport-focused review of SFD literature, the authors first identify five theoretical and conceptual frameworks that have emerged from within the SFD space. As a second step, they analyze and discuss scholarly work that has utilized these theories and frameworks. Building on a comparison of key messages, themes, and concerns, the authors highlight that to date, limited SFD scholarship has truly applied, extended, or challenged existing frameworks and conceptualizations. Motivated by this review, they posit several conceptual advancements, and offer directions for future research and theoretical development.