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Differences in epistemic justification profiles during conflicting socio-scientific information processing: A study
Meng-Jung Tsai1, Ching-Yeh Wang2, An-Hsuan Wu1
1National Taiwan Normal University, Taiwan.
Acta Psychologica
|December 20, 2024
Summary
Understanding controversial science involves how people justify knowledge. Students relying on multiple sources processed conflicting information more effectively than those relying on personal beliefs or authority.
Area of Science:
- Cognitive Science
- Science Education
- Social Psychology
Background:
- Beliefs about epistemic justification influence understanding of controversial science.
- Socio-scientific issues require processing complex, often conflicting, information.
Purpose of the Study:
- To classify students based on epistemic justification beliefs.
- To investigate how these profiles affect information processing of socio-scientific issues.
Main Methods:
- Cluster analysis of student beliefs (n=46).
- Eye-tracking to analyze information processing patterns.
- Analysis of written accounts of controversial issues.
Main Results:
- Three clusters identified: predominantly multiple sources, multiple sources with personal justification, and multiple sources with authority.
- Students relying primarily on multiple sources showed more balanced information processing.
- This group also represented conflicting information more equitably in written summaries.
Conclusions:
- Beliefs in epistemic justification significantly shape how individuals engage with controversial science.
- Learners predominantly using multiple sources demonstrate more integrative processing and balanced representation.
- Findings have implications for science education and understanding public engagement with science.
Keywords:
Cluster analysisEpistemic beliefsEpistemic justificationEye trackingReading conflicting informationSocio-scientific issuesMore Related Videos
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