کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6845399 1436403 2018 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Learners' epistemic criteria and strategies for evaluating scientific visual representations
ترجمه فارسی عنوان
معیارها و راهبردهای معرفتی یادگیرندگان برای ارزیابی نمایندگی های بصری علمی
کلمات کلیدی
تفکر معرق معیارهای معرفتی، استراتژی های معرفتی، نمایندگی های بصری، ارزیابی منبع اطلاعات،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Visual information sources are increasingly available online, yet little is known about how learners evaluate such information sources. Hence, the purpose of this study was to document learners' epistemic criteria and strategies for evaluating scientific visual representations (VRs). Junior high-school students evaluated four pairs of VRs that included different representations of the same phenomenon, justified their judgements, and described their criteria and strategies for evaluating good scientific VRs. Learners described and applied criteria related to the representation of the referent, to communicative quality, and to affordances for achieving epistemic aims, such as understanding. Learners applied criteria adaptively: Design contrasts between VRs evoked greater use of communicative and epistemic aim affordance criteria, whereas informational contrasts evoked greater use of representational criteria. Learners described a range of VR evaluation strategies. However, only a minority mentioned information validity and source trustworthiness evaluation strategies. Implications regarding learners' epistemic competence for evaluating VRs are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 58, December 2018, Pages 137-147
نویسندگان
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