The Influence of Numerical Estimation Skills and Epistemic Cognition in Conceptual Change

• In Event: Unpacking and Enacting the Next Generation Science Standards

Abstract

Texts presenting novel statistics can shift learners’ attitudes and conceptions about controversial science topics. However, not a lot is known about the cognitive mechanisms underlying this conceptual change. The purpose of this study was to investigate two potential mechanisms that underlie learning from novel statistics: numerical estimation skills and epistemic cognition. This research investigated two treatments—a numerical estimation and epistemic cognition intervention—that were expected to enhance people’s ability to make sense of key numbers about climate change. Results indicated that people who were given instruction on numerical estimation strategies before shown novel climate change statistics had fewer misconceptions when compared with people who did not. These findings provide evidence that supporting mathematical reasoning skills can enhance conceptual change in science.

Authors

• Ian Thacker, University of Texas, San Antonio

• Gale M. Sinatra, University of Southern California