Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students particip...

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Bibliographic Details
Published in:Journal of science education and technology 2014-06, Vol.23 (3), p.299-308
Main Authors: Hsieh, Ya-Hui, Tsai, Chin-Chung
Format: Article
Language:English
Subjects:
Academic Standards
Advanced students
Analysis
Automobile industry
Belief
Beliefs
Cognitive ability
Cognitive models
Cognitive Processes
Cognitive Style
College Students
Correlation
Database searching
Difficulty Level
Education
Educational Technology
Epistemology
Evaluation Criteria
Information and belief
Information literacy
Information services
Information standards
Internet
Internet/Web search services
Learning strategies
Online information services
Online learning
Online Searching
Online services
Questionnaires
Science Education
Scientific and Technical Information
Scientific Attitudes
Scientific belief
Search Strategies
Searching
Structural Equation Models
Student Attitudes
Student Surveys
Students
Surveys
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Summary:The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students' scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions.
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-013-9464-6