False alarming, or detecting an error when there is not one, is a pervasive problem across numerous industries. The present study investigated the role of elaboration, or additional information about non-error differences in complex visual displays, for mitigating false error responding. In Experiment 1, learners studied errors and non-error…

The construction of scientific explanations is recognised by science education researchers and curriculum developers as one of the core epistemic practices in which students should acquire proficiency. However, little is known about the knowledge and skills that teachers must and do put into practice to successfully engage their students in…

In parallel with the increase in social expectations regarding education and its outcomes, studies on school effectiveness continue unabated. The ability of educational organizations to provide qualitatively higher education has become the focus of the researches. In this direction, school governance, the adaptation of governance principles to…

Background: Higher education is expected to prepare students with interdisciplinary learning (IDL), which is important for their educational and working life opportunities. The cocreation of knowledge in interdisciplinary teams offers multiple opportunities for the emergence of collective knowledge objects (KOs) and knowledge practices (KPs).…

Epistemic beliefs are one's assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students' epistemic beliefs. In this study, we examined the effectiveness of the reflective writing task as…

Understanding reaction mechanisms is integral to success in organic chemistry; however, prior research suggests that learners struggle with recognizing the importance of underlying implicit features in reaction mechanisms. Because of this struggle, understanding how learners' reason about reaction mechanisms and developing assessments to elicit…

Knowledge building (KB) competencies are crucial for undergraduates' creative knowledge work and academic success. While there is substantial research on KB discourse, there are limited efforts in examining how KB competencies in the conceptual, metacognitive, socio-emotional, and epistemic dimensions are demonstrated in KB discourse and how the…

The self-explanation strategy motivates learners to actively select and integrate information, thereby fostering meaningful learning. To generate comprehensive and insightful explanations, learners often require support. However, there is a limited understanding of the optimal form of self-explanation that effectively assists learners in applying…

This introduction to my "Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind" begins with a disturbing puzzle. Immanuel Kant is one of the most significant thinkers of modern times, with unrivalled influence, but he receives a great deal of criticism in educational theory. The widespread, supposedly 'Kantian' picture…

This is a response to two discussions of my article 'The Weakness of "Powerful Knowledge"' featuring in 2018 in the "London Review of Education" 16 (2), the first by Johan Muller and Michael Young and the second by Jim Hordern. It also makes brief comments on pieces on powerful knowledge in the "London Review of…

This is a qualitative case study framed by a sociosemiotic theoretical framework to explore science and language instruction with three Emergent Bilinguals (EBs) in sixth grade. The study details the modeling and explanatory processes used by EBs to mediate science learning through evidence-based argumentation. A thematic analysis of students'…

In this article, we report findings of students' conceptions of values and impartiality in political science teaching in relation to research on epistemic beliefs. This field of research concerns students' beliefs about the nature of knowledge in different disciplines; beliefs that are central to learning disciplinary knowledge. Interviews were…

Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to…

The digestive system is a fundamental topic in biological science teaching. Despite its importance, the level of students' knowledge on the topic appears to differ from recommended levels at several educational grades. Their knowledge also seems to be resistant to change; therefore, this discrepancy may be viewed as an epistemological obstacle to…

Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students' understanding of science. In this study we…