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Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use

Rotshtein, Regina
http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Foundations of Education: Educational Psychology.
This qualitative multiple case study examined the ways in which undergraduate and graduate students coordinate theory and evidence on the controversial topic of vitamin supplement use when faced with evidence that supports and evidence that contradicts their existing beliefs, as well as the roles of personal epistemology and prior knowledge in this process. Coordination of theory and evidence is an essential skill in both scientific and everyday reasoning, as it allows individuals to accurately evaluate conflicting information to arrive at an informed decision about important issues. Participants completed an online questionnaire in which they read three articles of differing stances on the topic of vitamin use and asked to describe the position and evidence used within each article and to state whether they agreed or disagreed with the article’s core position. Participants’ personal epistemologies and prior knowledge on the topic were also assessed. A majority of participants were largely successful in being able to articulate their existing theories as well as alternative theories, identify theory and evidence within the articles, and to integrate the information they read to develop, refine, and in some cases modify their theories. Many participants in this study held evaluativist epistemological beliefs which may have contributed to their success with these components of theory and evidence coordination. However, participants often struggled to fully differentiate between theory and evidence and rarely discussed the quantity and quality of sources cited as a factor when evaluating the articles. Participants who held at least some accurate knowledge about vitamins and nutrition were more likely to change their initial theories at the end of the task and to indicate a desire to do more personal research on the topic compared to those who lacked knowledge or held misconceptions.
Florian Feucht, PhD (Committee Chair)
Dale Snauwaert, PhD (Committee Member)
Joan Kaderavek, PhD (Committee Member)
Charlene Czerniak, PhD (Committee Member)
180 p.
Adult Education; Education; Educational Psychology; Higher Education; Teacher Education
coordination of theory and evidence; personal epistemology; prior knowledge; reasoning; epistemic beliefs; evidence evaluation; multiple texts; qualitative research; multiple case study

Recommended Citations

Citations

  • Rotshtein, R. (2019). Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628

    APA Style (7th edition)

  • Rotshtein, Regina. Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use. 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628.

    MLA Style (8th edition)

  • Rotshtein, Regina. "Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628

    Chicago Manual of Style (17th edition)

toledo156104274336628
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© 2019, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.