کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4940263 1436412 2017 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study
ترجمه فارسی عنوان
توسعه دیفرانسیل اعتقادات معرفتی در دانشجویان رشته روانشناسی و علوم کامپیوتر: مطالعه طولی چهار موج
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
This article analyses the differential development of discipline-specific epistemic beliefs (i.e., beliefs about the nature of knowledge) in computer science and psychology. With regard to computer science, a “hard” discipline, we expected absolute beliefs (knowledge as objective “truths”) to increase over time. In contrast, in the more “soft” discipline of psychology, we expected absolute beliefs to be low and stable, and multiplistic beliefs (knowledge as subjective “opinions”) to follow an inversely U-shaped trajectory. Hypotheses were tested in a three-semester long four-wave study with 226 undergraduates. Data were analysed by multi-group growth modelling for parallel processes. In computer science, absolute beliefs indeed increased over the study period. In psychology, an initial increase in multiplistic beliefs was followed by a steep decrease. We therefore suggest that epistemic “sophistication” should be conceived of as a flexible adaptation of epistemic judgments to the characteristics of specific contexts, and not as a generalized developmental sequence.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 49, June 2017, Pages 166-177
نویسندگان
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