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Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values
ARTICLE

, , Department of Psychology, Germany ; , Department of Biology and Didactics of Biology, Germany ; , Department of Education, Germany ; , , Department of Psychology, Germany

Learning and Instruction Volume 39, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Kuhn (2001) proposed two crucial prerequisites for the will to engage in argumentative thinking: Evaluativist epistemological understanding that provides the base for regarding argumentative thinking reasonable and intellectual values that reflect the extent to which people regard intellectual engagement as being worthwhile. Against this background, we developed a computer-based training intervention in the domain of ecology to foster precursors of evaluativist epistemological understanding and intellectual values as well as conceptual knowledge about epistemological understanding and intellectual values. We tested the training intervention in a control-group experimental design at two points of time: immediately after the intervention and one week later. Participants were 66 German high school students (35 female; mean age = 18.21). We found positive effects of our training intervention on epistemic orientation, intellectual values, and conceptual knowledge that were (still) observable after one week. Overall, the present computer-based training intervention can be regarded as a promising first step on the way to fostering important prerequisites of the will to engage in argumentative thinking.

Citation

Hefter, M.H., Renkl, A., Riess, W., Schmid, S., Fries, S. & Berthold, K. (2015). Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction, 39(1), 11-22. Elsevier Ltd. Retrieved January 22, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2015.05.002

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