Exploring Relations between Teachers’ Beliefs, Instructional Practices, and Students’ Beliefs in Statistics

We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the data revealed that for one group of students in one class, their beliefs were well aligned with the classroom climate and remained stable over time whereas for the other group of students, their beliefs shifted over time to align with the classroom climate

The C-value enigma and timing of the Cambrian explosion

The Cambrian explosion is a grand challenge to science today and involves multidisciplinary study. This event is generally believed as a result of genetic innovations, environmental factors and ecological interactions, even though there are many conflicts on nature and timing of metazoan origins. The crux of the matter is that an entire roadmap of the evolution is missing to discern the biological complexity transition and to evaluate the critical role of the Cambrian explosion in the overall evolutionary context. Here we calculate the time of the Cambrian explosion by an innovative and accurate "C-value clock"; our result (560 million years ago) quite fits the fossil records. We clarify that the intrinsic reason of genome evolution determined the Cambrian explosion. A general formula for evaluating genome size of different species has been found, by which major questions of the C-value enigma can be solved and the genome size evolution can be illustrated. The Cambrian explosion is essentially a major transition of biological complexity, which corresponds to a turning point in genome size evolution. The observed maximum prokaryotic complexity is just a relic of the Cambrian explosion and it is supervised by the maximum information storage capability in the observed universe. Our results open a new prospect of studying metazoan origins and molecular evolution.Comment: 46 pages, 10 figure

Learner, text, and context factors on conceptual change in biology

This thesis investigated how instructional environments might be optimally designed for all students to restructure prior knowledge and learn counter-intuitive science concepts, referred to as conceptual change. Three independent variables were examined in relation to real-time cognitive processes and subsequent learning outcomes: a learner characteristic (students' beliefs about knowledge and knowing, or epistemic beliefs), a property of instructional texts (refutational text structures), and a variable of instructional contexts (reading goals). Fifty-one university students with misconceptions in biological evolution were classified as espousing either absolutistic or evaluativist epistemic beliefs. Participants were randomly assigned to receive a refutational or expository texts and a global comprehension or elaborative interrogation reading goal in a 2×2 nested design. Data on think aloud responses while reading and open-ended essays post-reading were collected. Results reveal that refutations enriched conceptual evolutionary knowledge but failed to foster restructuring of misconceptions. Epistemic beliefs were related to cognitive processing, with evaluativists adapting their processes according to instructional texts. Reading goals likewise enriched conceptual knowledge and did not revise misconceptions, but no interaction between assigned goals and epistemic beliefs was observed. Theoretical and practical implications are discussed.Cette thèse porte sur la manière dont les environnements pédagogiques pourraient être conçus de manière optimale pour tous les étudiants afin de restructurer les connaissances antérieures et d'apprendre des concepts scientifiques contre-intuitifs, appelés changement conceptuel. Trois variables indépendantes ont été examinées en relation aux processus cognitifs en temps réel et aux résultats d'apprentissage subséquents : une caractéristique des apprenants (les croyances des élèves sur les connaissances et le savoir, ou les croyances épistémiques), une propriété de textes pédagogiques (structures de texte réfutationnel), et une variable de contextes pédagogiques (objectifs de lecture). Cinquante-et-un étudiants de l'université avec des idées fausses sur l'évolution biologique ont été classés comme épousant soit des croyances absolutistes ou des croyances épistémiques évaluativistes. Les participants ont été assignés au hasard à recevoir un ou des textes réfutationnels ou descriptifs et une compréhension globale ou un objectif de lecture d'interrogation élaboratif dans une conception imbriquée de 2 × 2. Les données sur les pensées à haute voix pendant la lecture et des essais ouverts post-lecture ont été recueillies. Les résultats révèlent que les réfutations ont enrichi les connaissances des concepts évolutifs, mais ont échoué à favoriser la restructuration des idées fausses. Les croyances épistémiques étaient liées au traitement cognitif, avec des évaluativistes adaptant leurs processus en fonction de textes pédagogiques. Les objectifs de lecture, de même, ont enrichi la connaissance conceptuelle et n'ont pas corrigé les idées fausses, mais aucune interaction entre les objectifs assignés et les croyances épistémiques n'a été observée. Les implications théoriques et pratiques sont discutées

Controversial science knowledge: A multi-study examination of how epistemic cognition relates to the ways we learn science

Epistemic cognition is increasingly becoming relevant for making decisions of personal and global significance, especially for socio-scientific issues where controversies often surround the role of science knowledge. However, epistemic cognition remains a notoriously difficult construct to study. A comprehensive literature review shows a consensus emerging among recent and influential theories that indicates a duality of epistemic cognition: one level represented by larger and relatively more stable dimensions of epistemic beliefs; and a second level represented by finer-grained and relatively more variable epistemic processes. Psychometric issues may stem from misalignment between these conceptualizations and methodological choices by researchers, which may be remedied by the use of methods that are more context-specific, capture process data, and account for the potential of mediating variables. On the basis of this review, three empirical manuscripts are presented that address these issues. The first manuscript reports on two studies that triangulate eye tracking, computer logs, and qualitative verbal reports and concludes epistemic cognition relates to important cognitive and metacognitive learning processes, including epistemic self-efficacy to critically evaluate science content. The second manuscript concludes that epistemic emotions are one set of mediators between epistemic cognition and learning from multiple conflicting documents on a socio-scientific issue. The last manuscript concludes that epistemic emotions are a further set of mediators between self-concept and learning from a refutation text on another socio-scientific topic. Theoretical contributions, implications, limitations and future directions are discussed.La cognition épistémique est de plus en plus pertinente dans la prise des décisions au niveau personnel, voire à une échelle plus grande, en particulier pour les questions socio-scientifiques où il y a des controverses quant au rôle de la connaissance scientifique. Cependant, la cognition épistémique reste une construction notoirement difficile à étudier. Un examen complet de la littérature révèle un consensus émergent parmi les théories les plus récentes et les plus influentes ce qui est de bon augure pour une dualité de la cognition épistémique: un niveau représenté par des dimensions plus grandes et relativement plus stables des croyances épistémiques; et un second niveau représenté par des processus épistémiques plus fins et relativement plus variables. Des questions psychométriques peuvent découler d'un décalage entre ces conceptualisations et les choix méthodologiques des chercheurs. On peut corriger cela en utilisant des méthodes qui sont plus spécifiques au contexte, des processus de cueillette des données, et un estimé pour le potentiel des variables médiatrices. Sur la base de cet examen, trois manuscrits empiriques qui abordent ces questions sont présentés. Les premiers manuscrits couvrent deux études qui triangulent le suivi du regard, les journaux d'exploitation et les rapports verbaux qualitatifs. Ils concluent que la cognition épistémique est associée à des procédés d'apprentissage cognitifs et métacognitifs importants, y compris l'auto-efficacité épistémique pour évaluer de manière critique le contenu de la science. Le deuxième manuscrit conclut que les émotions épistémiques sont un ensemble de médiateurs entre la cognition épistémique et l'apprentissage à partir de plusieurs documents contradictoires sur une question socio-scientifique. Le dernier manuscrit conclut que les émotions épistémiques sont une autre série de médiateurs entre le concept de soi et l'apprentissage d'un texte réfutationnel sur un autre sujet socio-scientifique. Les contributions théoriques, les implications, les limites et les orientations futures y sont abordées

Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension / Définir des lignes directrices fondées sur des données empiriques pour les technologies d’apprentissage avancé qui favorisent la compr

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical data were gathered in a mixed-methods explanatory sequential design that examined the reading comprehension strategies used by an expert social scientist while reading a professional-level text. Process data were collected through a concurrent think-aloud protocol and coded according to reading comprehension processes. We combined both quantitative and qualitative analyses to identify, describe, and explain patterns in the expert’s use of reading strategies. Our findings indicate that highly-skilled reading is characterized by critiquing text information, relating information to prior knowledge, and evaluating one’s own understanding of text information. Findings are used to inform the design of worked-examples and a pedagogical agent embedded within the Highly-Skilled Reading Tutor. Le type de planification, de réalisation et l’analyse qui caractérise une recherche d’avant-garde nécessite des professionnels en mesure d’effectuer des lectures hautement spécialisées. La présente étude dresse un rapport sur l’élaboration d’un milieu d’apprentissage informatisé conçu pour favoriser l’acquisition de stratégies de compréhension en lecture permettant d’assurer la transmission des connaissances spécialisées en sciences sociales. La collecte de données empiriques s’est effectuée suivant une conception séquentielle explicative fondée sur une méthode mixte, qui étudiait les stratégies de compréhension de lecture utilisées par un expert en sciences sociales lors de sa lecture d’un texte de calibre professionnel. La collecte des données sur le processus s’est effectuée suivant un protocole concurrent de réflexion à haute voix, et les données ont été codées conformément aux processus de compréhension de la lecture. Nous avons combiné les analyses quantitatives et qualitatives afin d’identifier, décrire et expliquer les tendances de cet expert dans l’utilisation des stratégies de lecture. Nos résultats indiquent que la lecture hautement spécialisée se caractérise par la critique des informations présentées dans le texte, la mise en relation des informations présentées et des connaissances antérieures et l’autoévaluation de la compréhension de ces informations. Les résultats obtenus sont utilisés pour formuler des exemples façonnés et créer un agent pédagogique intégré au Tuteur de lecture hautement spécialisée

Mapping of the Health Insurance Portability and Accountability Act (HIPAA) Security Rule to the Cyber Resilience Review (CRR)

This technical note provides a description of the methodology used and observations made while mapping the requirements of the Health Insurance Portability and Accountability Act (HIPAA) Security Rule to the practice questions found in the CERT® Cyber Resilience Review (CRR). The mapping that emerged allows health care and public health organizations to use CRR results not only to gauge their cyber resilience, but to examine their current baseline with respect to the HIPAA Security Rule and the NIST Cybersecurity Framework (CSF). Both the CRR and HIPAA Security Rule have been mapped to the NIST CSF. The authors used these mappings and their extensive experience with CRRs to propose the mapping found in this technical note. The mappings between the CRR practices and the HIPAA Security Rule are intended to be informative and do not imply or guarantee compliance with any laws or regulations. The proposed mapping shows that the CRR provides complete coverage of the HIPAA Security Rule. As a result, organizations that must adhere to the HIPAA Security Rule can use the CRR to indicate their compliance with the Security Rule

Adolescents' epistemic profiles in the service of knowledge revision

Refutation texts have been previously shown to be effective at promoting knowledge revision. The current study builds on recent trends to gain deeper insights into how this learning advantage can be enhanced and extended to more learners. In particular, we examined whether distinct epistemic profiles can be discerned on the basis of individuals’ beliefs about justification for knowing (i.e., justification by authority, personal opinion, or multiple sources) in the natural sciences. Further, we designed refutation texts according to this trichotomous framework of epistemic justification. We tested whether profiles stronger in certain dimensions would attain higher learning scores over others and whether consistency between profiles and texts would confer a learning advantage compared to when these factors were inconsistent. Results showed that distinct epistemic profiles are discernable and a profile with stronger preference for justification by multiple sources, authority, and lower preference for justification by personal opinion in natural science attained higher learning scores. Further, higher learning scores were observed when refutation texts justified by authoritative explanations were consistent with one cluster dominant in preference for justification by authority. Theoretical and instructional design implications are discussed

Exploring the antecedents and consequences of epistemic emotions

Across two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity, and appraisals of novelty and complexity of information served as antecedents to epistemic emotions. State-transition analyses revealed that curiosity increased the likelihood of metacognitive self-regulation, and that surprise decreased the likelihood of rehearsal and increased the likelihood of critical thinking. For Study 2, participants reported epistemic beliefs, read contradictory texts about climate change, reported emotions experienced while reading, and completed a knowledge assessment task. Path analyses revealed full mediation between epistemic beliefs, epistemic emotions, learning strategies and learning achievement. More constructivist beliefs about the complexity, uncertainty and justification of knowledge predicted more curiosity, less surprise, and less boredom. Curiosity, in turn, predicted critical thinking, knowledge elaboration and rehearsal strategies. Finally, critical thinking and rehearsal positively predicted learning achievement. Implications for research on epistemic cognition, epistemic emotions, and self-regulated learning are discussed

Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to a questionnaire focused on their dietary self-concept and were randomly assigned to read an expository or refutation text on the topic of genetically modified foods. Immediately after reading, participants self-reported their emotions followed by completing post-test measures of their knowledge and attitudes of the topic. Results showed an interaction between self-concept and text condition on emotions wherein self-concept predicted negative emotions (i.e., confusion, anxiety, frustration) while reading a refutation text specifically. Further, negative emotions significantly mediated relations between self-concept and post-test knowledge and attitudes. Implications for educational design and future research are discussed

Exploring the relations between epistemic beliefs, emotions, and learning from texts

Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics