Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Eva Thomm"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Many questions about educational topics—such as the effectiveness of teaching methods—are of causal nature. Yet, reasoning about causality is prone to widespread fallacies, such as mistaking correlation for causation. This study examined preservi
Externí odkaz:
https://doaj.org/article/e6d5b10036a34270b027267a305d018d
Publikováno v:
Frontiers in Education, Vol 7 (2022)
When facing belief-contradictory scientific evidence, preservice teachers tend to doubt the potency of science and consult scientific sources less frequently. Thus, individuals run the risk not only to maintain questionable assumptions but also to de
Externí odkaz:
https://doaj.org/article/8a00454186ab4816bf2224823e821769
Publikováno v:
PLoS ONE, Vol 17, Iss 2 (2022)
Researchers, policy makers and science communicators have become increasingly been interested in factors that affect public’s trust in science. Recently, one such potentially important driving factor has emerged, the COVID-19 pandemic. Have trust i
Externí odkaz:
https://doaj.org/article/5fa788f92a424643818506733f0cf997
Publikováno v:
PLoS ONE, Vol 16, Iss 12, p e0259878 (2021)
A large variety of misconceptions about learning, teaching, and other educational topics is prevalent in the public but also among educational professionals. Such misconceptions may lead to ill-advised judgments and actions in private life, professio
Externí odkaz:
https://doaj.org/article/ab10c0e2342e42ce8814a65073f9a325
Publikováno v:
Zeitschrift für Erziehungswissenschaft. 24:1525-1548
ZusammenfassungWissenschaftspropädeutik gehört zu den drei zentralen Bildungszielen der gymnasialen Oberstufe. Aufgrund eines Mangels an geeigneten Untersuchungsinstrumenten, gibt es jedoch kaum Studien zur Erreichung dieses Bildungsziels oder sein
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d2da99387f5052023fb25cb2bab645db
https://doi.org/10.1007/s11618-021-01057-w
https://doi.org/10.1007/s11618-021-01057-w
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 35:121-126
Abstract. Understanding processes of selecting, evaluating, and using relevant information sources to inform oneself about scientific topics, that is, sourcing, is a current topic within educational psychology. This special issue combines recent rese
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf31c34d542c97ea1a34f3d89b104e54
https://doi.org/10.1024/1010-0652/a000309
https://doi.org/10.1024/1010-0652/a000309
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 35:173-184
Abstract. Teachers' reception of educational research is considered important for improving teaching and student learning. Yet, it is a challenging task requiring teachers to have access to scientific sources, the skill and time to find and exhaust s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca4a40747fb8e05b519a8b7847e0d177
https://doi.org/10.1024/1010-0652/a000301
https://doi.org/10.1024/1010-0652/a000301
Publikováno v:
Psychology Learning & Teaching. 20:214-235
Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::068cf6fbde38f4e7992007e69dc9836a
https://doi.org/10.1177/1475725721996223
https://doi.org/10.1177/1475725721996223
Publikováno v:
British Journal of Educational Psychology. 91:1055-1072
Background Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::79ee02de43c3f863f4db63f0ba70d87b
https://doi.org/10.1111/bjep.12407
https://doi.org/10.1111/bjep.12407
Publikováno v:
International Journal of Science Education, Part B. 10:335-354
When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their o...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::46cbcbd887b83cc36a41ed5dbc76aa01
https://doi.org/10.1080/21548455.2020.1849856
https://doi.org/10.1080/21548455.2020.1849856