Combination of interventions can change students’ epistemological beliefs
This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypoth...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2015-12-01
|
| Series: | Physical Review Special Topics. Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevSTPER.11.020136 |