Epistemic metacognition in context: evaluating and learning online information

Abstract

This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty, source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition. Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification of the knowledge accessed concerning the topic.

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

“…Successful comprehension of multiple documents requires readers to integrate divergent perspectives into one coherent mental model of the controversial issue . One core aspect of this requirement is that readers need to evaluate the plausibility of the arguments presented in the various texts (Mason, Boldrin, & Ariasi, 2010). Prior research indicates that readers often have difficulties in dealing with this requirement (Rouet, 2006).…”

Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space

“…Importantly, although three major survey instruments have been developed and deployed, -including in search engine tasks (Lin & Tsai, 2008;Schommer, 1990) -they are heavily criticized for their psychometric properties (DeBacker et al, 2008). Furthermore, while some studies have used interviews (Barzilai & Zohar, 2012;Mason et al, 2009), think-aloud protocols (Barzilai & Zohar, 2012;Ferguson, Bråten, & Strømsø, 2012), or systematic observations (Scherr & Hammer, 2009) such methods may be limited in their insights, particularly where self-report data is to be used and interpreted by researchers. Importantly, they are also not appropriate for the study of online, collaborative, or geographically and temporally spread activities -in particular, online information seeking, or information processing more broadly.…”

Socialising Epistemic Cognition

“…Across the various models of epistemic cognition, there is broad agreement on two main areas for study, outlined by Mason, Boldrin, and Ariasi (2009) (Mason, Boldrin, & Ariasi, 2010, p. 69) An array of empirical approaches has been taken to epistemic cognition, with interview schedules (Barzilai & Zohar, 2012;Mason et al, 2010), think-aloud protocols (Barzilai & Zohar, 2012;Ferguson, Bråten, & Strømsø, 2012) systematic observation (Scherr & Hammer, 2009); and a number of survey instruments developed and deployed. Research studies typically rely upon self-report data or/and laboratory studies.…”