메뉴 건너뛰기




Volumn , Issue , 2008, Pages 377-404

Epistemic metacognition in the context of information searching on the web

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84891971644     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4020-6596-5_18     Document Type: Chapter
Times cited : (71)

References (70)
  • 2
    • 44449087666 scopus 로고    scopus 로고
    • First steps: Scholars' promising movements into a nascent field of inquiry
    • S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Oxford: Elsevier
    • Alexander, P. A., & Sinatra, G. M. (2007). First steps: Scholars' promising movements into a nascent field of inquiry. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction. Oxford: Elsevier.
    • (2007) Reframing the Conceptual Change Approach in Learning and Instruction
    • Alexander, P.A.1    Sinatra, G.M.2
  • 5
    • 7744229721 scopus 로고    scopus 로고
    • Scientific arguments as learning artifacts: Designing fo learning on the web in kie
    • Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: Designing fo learning on the Web in KIE. International Journal of Science Education, 22, 797-817.
    • (2000) International Journal of Science Education , vol.22 , pp. 797-817
    • Bell, P.1    Linn, M.2
  • 6
    • 84917403941 scopus 로고    scopus 로고
    • Beliefs about science: How does science instruction contribute?
    • B. K. Hofer & P. R. Pintrich (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Bell, P., & Linn, M. (2002). Beliefs about science: How does science instruction contribute? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 321-346). Mahwah, NJ: Lawrence Erlbaum.
    • (2002) Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing , pp. 321-346
    • Bell, P.1    Linn, M.2
  • 7
    • 33646162885 scopus 로고    scopus 로고
    • Epistemological beliefs, interest, and gender as predictors of internet-based learning activities
    • Bråten, I., & Strømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.
    • (2006) Computers in Human Behavior , vol.22 , pp. 1027-1042
    • Bråten, I.1    Strømsø, H.I.2
  • 8
    • 33744975483 scopus 로고    scopus 로고
    • The relationship between internet-specific epistemological beliefs and learning within internet technologies
    • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between internet-specific epistemological beliefs and learning within internet technologies. Journal of Educational Computing Research, 33, 141-171.
    • (2005) Journal of Educational Computing Research , vol.33 , pp. 141-171
    • Bråten, I.1    Strømsø, H.I.2    Samuelstuen, M.S.3
  • 9
    • 84937337635 scopus 로고    scopus 로고
    • Science on the web: Student evaluations of scientific arguments
    • Brem, S. K., Russell, J., & Weems, L. (2001). Science on the Web: Student evaluations of scientific arguments. Discourse Processes, 32, 191-213.
    • (2001) Discourse Processes , vol.32 , pp. 191-213
    • Brem, S.K.1    Russell, J.2    Weems, L.3
  • 10
    • 0001835637 scopus 로고
    • Knowing when, where, and how to remember: A problem of metacognition
    • R. Glaser (Ed.), Hillsdale, NJ: Lawrence Erlbaum
    • Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77-165). Hillsdale, NJ: Lawrence Erlbaum.
    • (1978) Advances in Instructional Psychology , vol.1 , pp. 77-165
    • Brown, A.L.1
  • 14
    • 0031510165 scopus 로고    scopus 로고
    • Quantifying qualitative analysis of verbal data: A practical guide
    • Chi, M. T. (1997). Quantifying qualitative analysis of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.
    • (1997) Journal of the Learning Sciences , vol.6 , pp. 271-315
    • Chi, M.T.1
  • 15
    • 0012701392 scopus 로고    scopus 로고
    • Evaluating media-enhancement and source authority on the internet: The knowledge integration evaluation
    • Clark, D. B., & Slotta, J. D. (2000). Evaluating media-enhancement and source authority on the Internet: The knowledge integration evaluation. International Journal of Science Education, 22, 859-871.
    • (2000) International Journal of Science Education , vol.22 , pp. 859-871
    • Clark, D.B.1    Slotta, J.D.2
  • 17
    • 85142572603 scopus 로고    scopus 로고
    • J's epistemological stance and strategies
    • G. M. Sinatra & P. R. Pintrich (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • diSessa, A. A., Elby, A., & Hammer, D. (2003). J's epistemological stance and strategies. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 237-290). Mahwah, NJ: Lawrence Erlbaum.
    • (2003) Intentional Conceptual Change , pp. 237-290
    • DiSessa, A.A.1    Elby, A.2    Hammer, D.3
  • 21
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring
    • Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906-911.
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.H.1
  • 22
    • 33746801619 scopus 로고    scopus 로고
    • Children, adolescents, and the internet: A new field of inquirt in developmental psychology
    • Greenfield, P., & Yan, Z. (2006). Children, adolescents, and the Internet: A new field of inquirt in developmental psychology. Developmental Psychology, 42, 391-394.
    • (2006) Developmental Psychology , vol.42 , pp. 391-394
    • Greenfield, P.1    Yan, Z.2
  • 23
    • 84996158155 scopus 로고    scopus 로고
    • Educational research in the internet age: Examining the role of individual characteristics
    • Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30, 22-26.
    • (2001) Educational Researcher , vol.30 , pp. 22-26
    • Hartley, K.1    Bendixen, L.D.2
  • 24
    • 0013108694 scopus 로고    scopus 로고
    • Graduate student cognition during information retrieval using the world wide web: A pilot study
    • Hess, B. (1999). Graduate student cognition during information retrieval using the World Wide Web: A pilot study. Computers & Education, 33, 1-13.
    • (1999) Computers & Education , vol.33 , pp. 1-13
    • Hess, B.1
  • 25
    • 0033356696 scopus 로고    scopus 로고
    • Children's relevance criteria and information seeking on electronic resources
    • Hirsch, S. (1999). Children's relevance criteria and information seeking on electronic resources. Journal of the American Society for Information Science, 50, 1265-1283.
    • (1999) Journal of the American Society for Information Science , vol.50 , pp. 1265-1283
    • Hirsch, S.1
  • 26
    • 0000582040 scopus 로고    scopus 로고
    • Dimensionality and disciplinary differences in personal epistemology
    • Hofer, B. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 378-405
    • Hofer, B.1
  • 27
    • 1842616053 scopus 로고    scopus 로고
    • Epistemological understanding as a metacognitive process: Thinking aloud during online searching
    • Hofer, B. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43-55.
    • (2004) Educational Psychologist , vol.39 , pp. 43-55
    • Hofer, B.1
  • 28
    • 33748075162 scopus 로고    scopus 로고
    • Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle
    • Hofer, B. (2006). Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle. Educational Psychology Review, 18, 67-76.
    • (2006) Educational Psychology Review , vol.18 , pp. 67-76
    • Hofer, B.1
  • 29
    • 0000582040 scopus 로고    scopus 로고
    • Dimensionality and disciplinary differences in personal epistemology
    • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 378-405
    • Hofer, B.K.1
  • 30
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.K.1    Pintrich, P.R.2
  • 33
    • 22044454736 scopus 로고
    • Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation
    • Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12, 301-333.
    • (1995) Journal of Educational Computing Research , vol.12 , pp. 301-333
    • Jacobson, M.J.1    Spiro, R.J.2
  • 34
    • 0030545742 scopus 로고    scopus 로고
    • Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues
    • Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 260-271
    • Kardash, C.M.1    Scholes, R.J.2
  • 36
    • 0001218912 scopus 로고
    • Cognition, metacognition, and epistemic cognition
    • Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition. Human Development, 26, 222-232.
    • (1983) Human Development , vol.26 , pp. 222-232
    • Kitchener, K.S.1
  • 38
    • 0003924923 scopus 로고
    • Cambridge: Cambridge University Press
    • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
    • (1991) The Skills of Argument
    • Kuhn, D.1
  • 39
    • 52849092820 scopus 로고    scopus 로고
    • A developmental model of critical thinking
    • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16-26.
    • (1999) Educational Researcher , vol.28 , pp. 16-26
    • Kuhn, D.1
  • 40
    • 0000263224 scopus 로고    scopus 로고
    • Theory of mind, metacognition, and reasoning: A life-span perspective
    • P. Mitchell & K. J. Riggs (Eds.), Hove, UK: Psychology Press
    • Kuhn, D. (2000). Theory of mind, metacognition, and reasoning: A life-span perspective. In P. Mitchell & K. J. Riggs (Eds.), Children's reasoning and the mind (pp. 301-326). Hove, UK: Psychology Press.
    • (2000) Children's Reasoning and the Mind , pp. 301-326
    • Kuhn, D.1
  • 41
    • 84917483019 scopus 로고    scopus 로고
    • What is epistemological thinking and why does it matter?
    • B. K. Hofer & P. R. Pintrich (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology. The psychology of beliefs about knowledge and knowing (pp. 121-144). Mahwah, NJ: Lawrence Erlbaum.
    • (2002) Personal Epistemology. The Psychology of Beliefs about Knowledge and Knowing , pp. 121-144
    • Kuhn, D.1    Weinstock, M.2
  • 42
    • 0001605033 scopus 로고    scopus 로고
    • The development of epistemological understanding
    • Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
    • (2000) Cognitive Development , vol.15 , pp. 309-328
    • Kuhn, D.1    Cheney, R.2    Weinstock, M.3
  • 43
    • 27744548114 scopus 로고    scopus 로고
    • The role of students' epistemological knowledge in the process of conceptual change in science
    • M. Limón & L. Mason (Eds.), Dordrecht, The Netherlands: Kluwer
    • Leach, J., & Lewis, J. (2002). The role of students' epistemological knowledge in the process of conceptual change in science. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change (pp. 201-216). Dordrecht, The Netherlands: Kluwer.
    • (2002) Reconsidering Conceptual Change , pp. 201-216
    • Leach, J.1    Lewis, J.2
  • 44
    • 0034389656 scopus 로고    scopus 로고
    • Epistemological understanding in science learning: The consistency of representations across contexts
    • Leach, J., Millar, R., Ryder, J., & M.-G. Séré (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10, 497-527.
    • (2000) Learning and Instruction , vol.10 , pp. 497-527
    • Leach, J.1    Millar, R.2    Ryder, J.3    Séré, M.-G.4
  • 45
    • 85071545019 scopus 로고    scopus 로고
    • Literacy and technology: Deictic consequences for literacy education in an information age
    • M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Leu, D. J. Jr. (2002). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 743-770). Mahwah, NJ: Lawrence Erlbaum.
    • (2002) Handbook of Reading Research , vol.3 , pp. 743-770
    • Leu Jr., D.J.1
  • 46
    • 0003057445 scopus 로고    scopus 로고
    • Using the internet to enhance student understanding of science: The knowledge integration environment
    • Linn, M., Bell, P., & Hsi, S. (1998). Using the Internet to enhance student understanding of science: The Knowledge Integration Environment. Interactive Learning Environments, 6, 4-38.
    • (1998) Interactive Learning Environments , vol.6 , pp. 4-38
    • Linn, M.1    Bell, P.2    Hsi, S.3
  • 47
    • 1842616046 scopus 로고    scopus 로고
    • Epistemological resources: Applying a new epistemological framework to science instruction
    • Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57-68.
    • (2004) Educational Psychologist , vol.39 , pp. 57-68
    • Louca, L.1    Elby, A.2    Hammer, D.3    Kagey, T.4
  • 48
    • 0345217000 scopus 로고    scopus 로고
    • Developing epistemological thinking to foster conceptual changes in different domains
    • M. Limón & L. Mason (Eds.), Issues in theory and practice, Dordrecht, The Netherlands: Kluwer
    • Mason, L. (2002). Developing epistemological thinking to foster conceptual changes in different domains. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change. Issues in theory and practice (pp. 301-335). Dordrecht, The Netherlands: Kluwer.
    • (2002) Reconsidering Conceptual Change , pp. 301-335
    • Mason, L.1
  • 49
    • 85142587690 scopus 로고    scopus 로고
    • Personal epistemologies and intentional conceptual change
    • G. M. Sinatra & P. R. Pintrich (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Mason, L. (2003). Personal epistemologies and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 199-236). Mahwah, NJ: Lawrence Erlbaum.
    • (2003) Intentional Conceptual Change , pp. 199-236
    • Mason, L.1
  • 50
    • 1842733466 scopus 로고    scopus 로고
    • Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
    • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change, Contemporary Educational Psychology, 29, 103-128.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 103-128
    • Mason, L.1    Boscolo, P.2
  • 51
    • 44449098911 scopus 로고    scopus 로고
    • Effects of epistemological beliefs and learning text structure on conceptual change
    • S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Oxford: Elsevier
    • Mason, L., & Gava, M. (2007). Effects of epistemological beliefs and learning text structure on conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the Conceptual Change Approach in Learning and Instruction (pp. 165-197). Oxford: Elsevier.
    • (2007) Reframing the Conceptual Change Approach in Learning and Instruction , pp. 165-197
    • Mason, L.1    Gava, M.2
  • 53
    • 84892137629 scopus 로고    scopus 로고
    • Personal epistemology and mathematics: A critical review and synthesis of research
    • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 9, 47-58.
    • (2004) Review of Educational Research , vol.9 , pp. 47-58
    • Muis, K.R.1
  • 54
    • 33748065999 scopus 로고    scopus 로고
    • Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework
    • Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54.
    • (2006) Educational Psychology Review , vol.18 , pp. 3-54
    • Muis, K.R.1    Bendixen, L.D.2    Haerle, F.C.3
  • 55
    • 0036368470 scopus 로고    scopus 로고
    • Internet experts' planning of explanations for laypersons: A web experimental approach in the internet domain
    • Nuckles, & Bromme, R. (2002). Internet experts' planning of explanations for laypersons: A web experimental approach in the Internet domain. Experimental Psychology, 49, 292-304.
    • (2002) Experimental Psychology , vol.49 , pp. 292-304
    • Nuckles1    Bromme, R.2
  • 57
    • 0003029353 scopus 로고    scopus 로고
    • Assessing metacognition and self-regulated learning
    • G. Schraw & J. C. Impara (Eds.), Lincoln, NE: Buros Institute of Mental Meausurements
    • Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition. Lincoln, NE: Buros Institute of Mental Meausurements.
    • (2000) Issues in the Measurement of Metacognition
    • Pintrich, P.R.1    Wolters, C.A.2    Baxter, G.P.3
  • 58
    • 21844510692 scopus 로고
    • Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text
    • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282-292.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 282-292
    • Qian, G.1    Alvermann, D.2
  • 59
    • 0003098028 scopus 로고    scopus 로고
    • How the web destroys the quality of students' research papers
    • Rothenberg, D. (1997). How the web destroys the quality of students' research papers. Chronicle of Higher Education, 49, A44.
    • (1997) Chronicle of Higher Education , vol.49
    • Rothenberg, D.1
  • 60
    • 58149368542 scopus 로고
    • Monitoring text comprehension: Individual differences in epistemological standards
    • Ryan, M. P. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76, 248-258.
    • (1984) Journal of Educational Psychology , vol.76 , pp. 248-258
    • Ryan, M.P.1
  • 62
    • 33847616261 scopus 로고
    • Effects of beliefs about the nature of knowledge on comprehension
    • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 498-504
    • Schommer, M.1
  • 63
    • 21144463534 scopus 로고
    • Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so
    • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 435-443
    • Schommer, M.1    Crouse, A.2    Rhodes, N.3
  • 64
    • 84984092291 scopus 로고
    • Cognitive processes in well-defined and ill-defined problem solving
    • Schraw, G., Dunkle, M. E., & Bendixen, L. D. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9, 523-538.
    • (1995) Applied Cognitive Psychology , vol.9 , pp. 523-538
    • Schraw, G.1    Dunkle, M.E.2    Bendixen, L.D.3
  • 67
    • 30644477627 scopus 로고    scopus 로고
    • Implications of cognitive load theory for multimedia learning
    • R. E. Mayer (Ed.), The, New York: Cambridge University Press
    • Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). New York: Cambridge University Press.
    • (2005) Cambridge Handbook of Multimedia Learning , pp. 19-30
    • Sweller, J.1
  • 68
    • 4544336758 scopus 로고    scopus 로고
    • Beyond cognitive and metacognitive tools: The use of the internet as an epistemological tool for instruction
    • Tsai, C. C. (2004). Beyond cognitive and metacognitive tools: The use of the Internet as an epistemological tool for instruction. British Journal of Educational Technological, 35, 525-536.
    • (2004) British Journal of Educational Technological , vol.35 , pp. 525-536
    • Tsai, C.C.1
  • 69
    • 0000139254 scopus 로고    scopus 로고
    • Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs
    • Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35, 145-160.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 145-160
    • Windschitl, M.1    Andre, T.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.