Knowledge and Belief Change in Academic Development

Alexander, Patricia A.; Murphy, P. Karen; Sun, Yuting

doi:10.4324/9781315458014-10

Cited by 3 publications

(3 citation statements)

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“…With regard particularly to the theory of domain learning (Alexander et al, 1995(Alexander et al, , 2018 as well as the curricular validity of the knowledge test used in this study, which comprises the contents and concepts taught in the physiology lecture and seminar series, we assume that the 1st year students have only little relevant previous knowledge from high school and vocational medical training at t1 and that the level of their knowledge increases over the course of the semester, manifesting in higher test scores at t2.…”

Section: Conceptual-theoretical Background and Research Hypothesesmentioning

confidence: 99%

Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study

Roeper

Reichert-Schlax

Zlatkin‐Troitschanskaia

et al. 2022

Front. Psychol.

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Research FocusThe promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decision-making. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the development of domain-specific knowledge.MethodIn a pre–post study, 169 medical students’ development of physiology knowledge and their confidence related to this knowledge were assessed via paper-pencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of n = 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test.ResultsWe found a significant and large increase in the students’ physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students’ development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one’s knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.

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Section: Conceptual-theoretical Background and Research Hypothesesmentioning

confidence: 99%

Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study

Roeper

Reichert-Schlax

Zlatkin‐Troitschanskaia

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Since various studies reveal significant deficits among both graduate and undergraduate students (e.g., McGrew et al, 2018;Wineburg et al, 2018;Hahnel et al, 2019;Zlatkin-Troitschanskaia et al, 2019), more research on students' COR and its determinants is required. As some studies show in particular, information processing is significantly determined by students' individual beliefs and preconceptions (e.g., Alexander et al, 2018;Zlatkin-Troitschanskaia et al, 2020) indicating the impact of affective factors. In this context, the question arises to what extent students themselves may recognize affective influences, i.e., to what extent do they understand that the presentation of a given topic in an Internet source and its underlying (covert) narrative may shape their perception, attention, their emotions and their own decision-making?…”

Section: Prior Researchmentioning

confidence: 99%

“…CORA thus combined a website chosen by the task developer with online sources the students selected to make the CORA tasks as authentic as possible. Moreover, as Alexander et al (2018) have shown, being able to form their own "search path" by doing their own research and autonomously selecting sources may enhance students' (test) motivation.…”

Section: Prior Researchmentioning

confidence: 99%

Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine

Banerjee

Zlatkin‐Troitschanskaia

Roeper

2020

Front. Educ.

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The digital and information age has fundamentally transformed the way in which students learn and the study material they have at their disposal, especially in higher education. Students need to possess a number of higher-order cognitive and metacognitive skills, including effective information processing and critical reasoning to be able to navigate the Internet and use online sources, even those found outside of academically curated domains and in the depths of the Internet, and to solve (domainspecific) problems. Linking qualitative and quantitative research and connecting the humanities to empirical educational science studies, this article investigates the role of narratives and their impact on university students' information seeking and their critical online reasoning (COR). This study focuses on the link between students' online navigation skills, information seeking behavior and critical reasoning with regard to the specific domains: economics and medicine. For the empirical analysis in this article, we draw on a study that assesses the COR skills of undergraduate students of economics and medicine at two German universities. To measure COR skills, we used five tasks from the computer-based assessment "Critical Online Reasoning Assessment" (CORA), which assesses students' skills in critically evaluating online sources and reasoning using evidence on contentious issues. The conceptual framework of this study is based on an existing methodologynarrative economics and medicineand discusses its instructional potential and how it can be used to develop a new tool of "wise interventions" to enhance students' COR in higher education. Based on qualitative content analyses of the students' written responses, i.e., short essays, three distinct patterns of information seeking behavior among students have been identified. These three patterns-"Unambiguous Fact-Checking," "Perspective-Taking Without Fact-Checking," and "Web Credibility-Evaluating"-differ substantially in their potential connection to underlying narratives of information used by students to solve the CORA tasks. This analysis suggests that training university students in narrative analysis can strongly contribute to enhancing their critical online reasoning.

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Transitions and the development of expertise: Update 2021

Hallam¹

2022

bpsvern

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Recent research relating to the development of expertise has tended to focus on very high level expertise or the many factors which are important in its development. In formal educational contexts the model of domain learning is particularly relevant for understanding learning. Conceptual change research has evolved from a focus on misconceptions to exploring issues related to professional development. Research on epistemological beliefs, metacognition, self-regulation, and beliefs about the nature of intelligence has clarified several issues. Change between learning environments continues to be challenging for some learners with the groups at risk of not fulfilling their potential remaining relatively stable. A key issue for those engaged in educational psychology is how to influence policy which can negatively impact on expertise development, particularly in relation to structured ability grouping, the curriculum and assessment procedures the latter ensuring that a large proportion of children are doomed to failure.

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Knowledge and Belief Change in Academic Development

Cited by 3 publications

References 0 publications

Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study

Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study

Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine

Transitions and the development of expertise: Update 2021

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