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

Ya Hui Hsieh, Chin Chung Tsai

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)299-308
Number of pages10
JournalJournal of Science Education and Technology
Volume23
Issue number3
DOIs
Publication statusPublished - 2014 Jan 1
Externally publishedYes

Keywords

  • Cognitive load experiences
  • Moderating effect
  • Online evaluative standards
  • Online searching strategies
  • Scientific epistemic beliefs

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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