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Educational Psychologist Volume 49, 2014 - Issue 2: Understanding the Public Understanding of Science: Psychological Approaches
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Original Articles

Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change

Gale M. SinatraRossier School of Education University of Southern CaliforniaCorrespondence[email protected]
,
Dorothe KienhuesDepartment of Psychology University of Muenster
&
Barbara K. HoferDepartment of Psychology Middlebury College
Pages 123-138 | Published online: 16 May 2014

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Gale M. Sinatra & Doug Lombardi. (2020) Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist 55:3, pages 120-131.
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Eralp Bahçivan & Yasin Aydin. (2020) Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions. Action in Teacher Education 42:2, pages 120-136.
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Danny Flemming, Joachim Kimmerle, Ulrike Cress & Gale M. Sinatra. (2020) Research is Tentative, but That’s Okay: Overcoming Misconceptions about Scientific Tentativeness through Refutation Texts. Discourse Processes 57:1, pages 17-35.
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Maria Lindfors, Mikael Winberg & Madelen Bodin. (2019) The Role of Students’ Scientific Epistemic Beliefs in Computer-Simulated Problem Solving. Scandinavian Journal of Educational Research 63:1, pages 124-144.
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Shiyu Liu & Frances Lawrenz. (2018) Exploring college students’ cognitive patterns during reasoning. International Journal of Science Education 40:14, pages 1736-1754.
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Nathan Walter & Sheila T. Murphy. (2018) How to unring the bell: A meta-analytic approach to correction of misinformation. Communication Monographs 85:3, pages 423-441.
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Catherine M. Bohn-Gettler & Matthew T. McCrudden. (2018) Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory. Discourse Processes 55:4, pages 410-431.
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Barbara K. Hofer. (2017) Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity. Educational Psychologist 52:4, pages 299-306.
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Michael Weinstock, Dorothe Kienhues, Florian C. Feucht & Mary Ryan. (2017) Informed Reflexivity: Enacting Epistemic Virtue. Educational Psychologist 52:4, pages 284-298.
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Gregory J. Trevors, Panayiota Kendeou & Reese Butterfuss. (2017) Emotion Processes in Knowledge Revision. Discourse Processes 54:5-6, pages 406-426.
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Benjamin C. Heddy, Robert W. Danielson, Gale M. Sinatra & Jesse Graham. (2017) Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods. The Journal of Experimental Education 85:3, pages 513-533.
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Matthew T. McCrudden, Ashleigh Barnes, Erin M. McTigue, Casey Welch & Eilidh MacDonald. (2017) The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments. Thinking & Reasoning 23:2, pages 115-133.
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Gregory J. Trevors, Krista R. Muis, Reinhard Pekrun, Gale M. Sinatra & Philip H. Winne. (2016) Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect. Discourse Processes 53:5-6, pages 339-370.
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Doug Lombardi, E. Michael Nussbaum & Gale M. Sinatra. (2016) Plausibility Judgments in Conceptual Change and Epistemic Cognition. Educational Psychologist 51:1, pages 35-56.
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Gale M. Sinatra, Benjamin C. Heddy & Doug Lombardi. (2015) The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist 50:1, pages 1-13.
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Melike Hanedar, Gizem Ozyazici & Gaye Defne Ceyhan. Assessment and validation: an updated climate change Plausibility Perception Measure. Environmental Education Research 0:0, pages 1-24.
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