The relation between students’ epistemological understanding of computer models and their cognitive processing on a modelling task

Journal article | Zeitschriftenartikel

While many educators and researchers in science have been arguing that students’ epistemological understanding of models and the process of modelling influences how they cognitively process a modelling task, there has been little evidence directly relating the two. Therefore, in this study students’ level of epistemological understanding of models and modelling was examined as well as the relationship between students’ cognitive processing (i.e. deep versus surface processing) during modelling and their epistemological understanding. Twenty-six students, working in dyads, were observed while working on a computer-based modelling task in the domain of physics. Students’ epistemological understanding was assessed on four categories (i.e. nature of models, purposes of models, process of modelling, and evaluation of models). Results indicate a significant relationship between students’ epistemological understanding and the level of their cognitive processing. From these results, we emphasise the necessity of considering epistemological issues in research as well as in educational practice.

Object Details

• Extent: Seite(n): 1205-1229
• Language: Englisch
• Notes: Status: Postprint; begutachtet (peer reviewed)

References and Relationships

• Bibliographic citation: International Journal of Science Education, 31(9)

Classification and Topics

• Subject: Bildung und Erziehung ; Psychologie ; Entwicklungspsychologie ; Unterricht, Didaktik

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Sins, Patrick ; Joolingen, Wouter R. van ; Savelsbergh, Elwin ; Hout-Wolters, Bernadette van
• Event: Veröffentlichung
• (when): 2009

Further information

• DOI: https://doi.org/10.1080/09500690802192181
• URN: urn:nbn:de:0168-ssoar-134412
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:27 PM CEST