Research Focus: The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context.
View Article and Find Full Text PDFTo successfully learn using open Internet resources, students must be able to , and Defined as critical online reasoning (COR), this construct is operationalized on two levels in our study: (1) the using the newly developed Critical Online Reasoning Assessment (CORA), and (2) the using event log data, including gaze durations and fixations. The written responses of 32 students for one CORA task were scored by three independent raters. The resulting score was operationalized as "task performance," whereas the gaze fixations and durations were defined as indicators of "process performance.
View Article and Find Full Text PDFLearning to solve graph tasks is one of the key prerequisites of acquiring domain-specific knowledge in most study domains. Analyses of graph understanding often use eye-tracking and focus on analyzing how much time students spend gazing at particular areas of a graph-Areas of Interest (AOIs). To gain a deeper insight into students' task-solving process, we argue that the gaze shifts between students' fixations on different AOIs (so-termed transitions) also need to be included in holistic analyses of graph understanding that consider the importance of transitions for the task-solving process.
View Article and Find Full Text PDF(CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts.
View Article and Find Full Text PDFDomain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far.
View Article and Find Full Text PDFBackground: A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.
Aims And Method: Therefore, we take an analytic approach to scoring students' written responses on a performance assessment.
Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another.
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