Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. (December 2017)
- Record Type:
- Journal Article
- Title:
- Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. (December 2017)
- Main Title:
- Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations
- Authors:
- Thomm, Eva
Barzilai, Sarit
Bromme, Rainer - Abstract:
- Abstract: The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts. University students ( N = 184) completed an epistemic thinking assessment and a conflict explanation assessment regarding two controversies in biology and history. Additionally, thirty students were interviewed and provided detailed conflict explanations that were used to interpret and extend the quantitative results. In the biology problem, conflicts were predominantly attributed to topic complexity and to research methods. In the history problem, conflicts were also predominantly attributed to topic complexity, but also to researchers' personal backgrounds and motivations. Epistemic perspectives were related to specific conflict explanations, suggesting that these perspectives have a role beyond topic differences. Thus, both conflict topics and epistemic perspectives shape lay explanations of experts' conflicts. The findings highlight differences in students' interpretations of the roles experts play in knowledge construction. Highlights: University students endorsed different conflict explanations in biology and history. In biology, knowledge-related explanations were predominantly endorsed. In history, both knowledge- and researcher-related explanations were endorsed. Conflict explanations were associated with individuals' epistemic perspectives. Experts' role inAbstract: The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts. University students ( N = 184) completed an epistemic thinking assessment and a conflict explanation assessment regarding two controversies in biology and history. Additionally, thirty students were interviewed and provided detailed conflict explanations that were used to interpret and extend the quantitative results. In the biology problem, conflicts were predominantly attributed to topic complexity and to research methods. In the history problem, conflicts were also predominantly attributed to topic complexity, but also to researchers' personal backgrounds and motivations. Epistemic perspectives were related to specific conflict explanations, suggesting that these perspectives have a role beyond topic differences. Thus, both conflict topics and epistemic perspectives shape lay explanations of experts' conflicts. The findings highlight differences in students' interpretations of the roles experts play in knowledge construction. Highlights: University students endorsed different conflict explanations in biology and history. In biology, knowledge-related explanations were predominantly endorsed. In history, both knowledge- and researcher-related explanations were endorsed. Conflict explanations were associated with individuals' epistemic perspectives. Experts' role in knowledge construction was interpreted differently across contexts. … (more)
- Is Part Of:
- Learning and instruction. Volume 52(2017:Dec.)
- Journal:
- Learning and instruction
- Issue:
- Volume 52(2017:Dec.)
- Issue Display:
- Volume 52 (2017)
- Year:
- 2017
- Volume:
- 52
- Issue Sort Value:
- 2017-0052-0000-0000
- Page Start:
- 15
- Page End:
- 26
- Publication Date:
- 2017-12
- Subjects:
- Conflict explanations -- Epistemic thinking -- Domain-specificity
Learning -- Periodicals
Teaching -- Periodicals
Apprentissage -- Périodiques
Enseignement -- Périodiques
Learning
Teaching
Periodicals
Electronic journals
370.1 - Journal URLs:
- http://www.sciencedirect.com/science/journal/09594752 ↗
http://www.elsevier.com/journals ↗ - DOI:
- 10.1016/j.learninstruc.2017.03.008 ↗
- Languages:
- English
- ISSNs:
- 0959-4752
- Deposit Type:
- Legaldeposit
- View Content:
- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library DSC - 5179.325890
British Library DSC - BLDSS-3PM
British Library HMNTS - ELD Digital store - Ingest File:
- 4707.xml