Metaethical cognition and epistemic reasoning development in adolescence

2004 ◽  
Vol 28 (5) ◽  
pp. 461-470 ◽  
Author(s):  
Tobias Krettenauer
Keyword(s):  
High School Students ◽  
Moral Judgments ◽  
Factual Knowledge ◽  
Empirical Knowledge ◽  
Semistructured Interview ◽  
Epistemic Cognition ◽  
School Students ◽  
Epistemic Reasoning ◽  
Moral Domain ◽  
Epistemic Stances

The present study investigates whether epistemic cognition in moral domain (dubbed metaethical cognition) develops analogously to epistemic reasoning regarding empirical knowledge. The study’s conceptual framework distinguishes two main areas of metaethical cognition (beliefs about the nature of moral judgments and conceptions of the process of moral judgment formation), and three metaethical stances (intuitionism, subjectivism, and transsubjectivism). In a sample of 200 adolescents ( M 1/4 16.18 years, SD 1/4 2.41), these metaethical stances could be reliably identified by means of a semistructured interview procedure. Adolescents’ metaethical stance was related to age, cross-sectionally as well as longitudinally. Furthermore, significant differences in metaethical cognition were found between high school students and an expert group of university students with special training in moral philosophy. Overall, metaethical and epistemic stances were correlated substantially. Findings demonstrate that metaethical reasoning development is a structural analogue of epistemic development regarding factual knowledge. Implications for studies on moral development and for research addressing the domain specificity of epistemic reasoning development are discussed.

scholarly journals Influence of Virtual Reality on High School Students' Conceptions of Cells

2020 ◽  
Vol 26 (8) ◽  
pp. 929-946
Author(s):  
Meredith Thompson ◽  
Annie Wang ◽  
Cigdem Bilgin ◽  
Melat Anteneh ◽  
Dan Roy ◽  
...  
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Mental Models ◽  
New Technologies ◽  
Three Dimensional ◽  
Biology Education ◽  
Factual Knowledge ◽  
School Students ◽  
Biology Learning

Cells are central to the study of biology, yet many learners have difficulties understanding the abstract yet fundamental foundation of life. Research suggests that students' conceptions of cells are reinforced by current biology learning materials, which represent cells as two dimensional, highly ordered, and mostly empty. These models also inaccurately represent the number, location, and size of organelles. We examine the effect of an inquiry-based three-dimensional virtual reality (VR) game on high school students' mental models of cells. Students reported that the game was more interactive and engaging than traditional ways of learning about cells and attributed an improved understanding of cells to their game experience. Students' post drawings of cells depicted more types of organelles, increased density of organelles, and additional complexity than their pretest drawings, indicating a movement towards more accurate mental models of cells. However, students' scores did not improve on their factual knowledge about cells between the pretest and the post-game biology assessments. We discuss the implications of incorporating game-based approaches and new technologies such as VR into biology education.

Moral Judgments of High-School Students

Ethics ◽  
1927 ◽  
Vol 38 (1) ◽  
pp. 57 ◽  
Author(s):  
G. S. Slavens ◽  
A. P. Brogan
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Judgments ◽  
School Students

Advanced Placement Fights the Culture Wars

2019 ◽  
pp. 188-206
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School Students ◽  
Advanced Placement ◽  
Liberal Education ◽  
Culture Wars ◽  
The Other ◽  
Factual Knowledge ◽  
College Courses ◽  
School Students ◽  
College Credit ◽  
The One

This chapter addresses how the Advanced Placement (AP) program became entangled with both partisans and critics of “liberal education.” Conflicts between devotees of liberal education on the one hand and disciplinary specialization on the other—often referred to as “culture wars”—extend far beyond academe, but they are especially intense among university faculty, particularly in the humanities and social sciences—and in the field of education itself. For AP to remain credible with both high schools and colleges, it must balance these contending forces. If an AP class strays too far into the esoteric, subjective, and sometimes doctrinaire realms of many college courses in these fields, it forfeits its ability to provide high school students with a broad and reasonably objective “universal grounding.” However, if it remains a simple survey course, particularly the kind that—in the case of history—concentrates on factual knowledge of things like elections, presidents, and wars, it will no longer convince professors in that field that doing well in it justifies college credit.

The Importance of Ethnicity in the Development of Identity of Black Adolescents

1989 ◽  
Vol 65 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Elizabeth Aries ◽  
Kimberly Moorehead
Keyword(s):  
High School Students ◽  
Black Adolescents ◽  
Religion And Politics ◽  
Ego Identity ◽  
Identity Status ◽  
Semistructured Interview ◽  
Central Importance ◽  
School Students ◽  
Development Of Identity ◽  
And Behavior

Ego-identity status was examined in 20 male and 20 female black junior and senior high school students. Ego-identity was assessed by a semistructured interview measuring questioning and commitment in the traditional areas of occupation, ideology (religion and politics), sexual-interpersonal attitudes and behavior, and the newly added area of ethnicity. The greatest questioning and commitment occurred in the area of ethnicity. Ethnicity was most predictive of over-all identity-status and was seen as most important to self-definition. The other area of central importance was occupation. While the ideological and sexual-interpersonal areas have been found in previous research to have central importance for white adolescents, they were found in this sample of black adolescents to show the lowest concordance with overall identity and to be cited as having least importance in self-definition. The lowest amount of questioning and commitment occurred in these areas.

Dimensions of Citizenship: Associations among Adolescents’ Sociopolitical Values and Civic Judgments

2014 ◽  
Vol 47 (02) ◽  
pp. 443-448 ◽  
Author(s):  
Aaron Metzger ◽  
Benjamin Oosterhoff ◽  
Cara A. Palmer ◽  
Kaitlyn Ferris
Keyword(s):  
High School Students ◽  
Social Movement ◽  
Community Service ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Demographic Variables ◽  
Moral Judgments ◽  
School Students ◽  
Sociopolitical Values ◽  
College Educated

ABSTRACTThis study used a sample of 467 middle and high school students (Mage= 15.26) from a mid-Atlantic state. Structural equation models controlling for demographic variables (age, gender, and parents’ education) examined associations between three developing sociopolitical values (spiritualty, patriotism, and authoritarianism) and adolescents’ social and moral judgments (obligation and social praise) concerning four civic activities (community service, standard political involvement, social movement, and community gathering). Spirituality was associated with judgments for community service and community gathering involvement while authoritarian values were associated with the prioritization of all forms of civic activity. Multigroup analyses indicated that associations between authoritarianism and both community service and social movement judgments were stronger for younger adolescents while spirituality was more strongly associated with community service judgments for older adolescents. Patriotic beliefs were associated with civic judgments for children of college-educated parents, but not children of noncollege-educated parents.

Moral Judgments of High-School Students

1927 ◽  
Vol 38 (1) ◽  
pp. 57-69 ◽  
Author(s):  
G. S. Slavens ◽  
A. P. Brogan
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Judgments ◽  
School Students

scholarly journals MULTILINGUAL INTERACTIONS IN A COLLABORATIVE SITUATION: THE EXAMPLE OF HIGH SCHOOL STUDENTS IN ST. MARTIN

FRANCISOLA ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Olivier-Serge CANDAU
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Learning ◽  
Factual Knowledge ◽  
Conversational Analysis ◽  
Mots Clés ◽  
School Students ◽  
Learning Skills ◽  
Educational Support ◽  
Linguistic Resources

<p><strong>RÉSUMÉ.</strong><strong> </strong>Cet article vise à rendre compte de pratiques bilingues (anglais et français) d’élèves saint-martinois en situation collaborative afin d’enrichir le débat sur les langues et les savoirs. Cette recherche s’appuie sur deux corpus constitués d’interactions entre lycéens lors de séances de soutien scolaire, et étudiés selon l’analyse conversationnelle. Croisant modalité collaborative et didactique du bilinguisme, l’étude modélise la gestion des ressources langagières au regard des savoirs et des savoir-faire mobilisés durant l’interaction. Elle vise ainsi à établir en quoi, à quelles conditions et par quels mécanismes les interactions entre les deux langues interviennent dans la construction de compétences cognitives scolaires.</p><p><strong> </strong></p><p><strong>Mots-clés:</strong> <em>alternances de langues, compétences, collaboration, didactique du bilinguisme. </em></p><p><em><br /></em></p><p><em>00lns:o="urn:schemas-microsoft-com:office:office" xmlns:w="urn:schemas-microsoft-com:office:word" xmlns:m="http://schemas.microsoft.com/office/2004/12/omml" xmlns="http://www.w3.org/TR/REC-html40"&gt;</em></p><p><strong>ABSTRACT.</strong><strong> </strong>This article aims to explore the bilingual practices (English and French) used by students from St Martin in a collaborative situation, in order to enrich the debate on languages and knowledge. This research is based on two corpora consisting of interactions between high school pupils during their educational support sessions, and which are studied using conversational analysis; the study uses this combination of collaborative methods and bilingual education to model the management of linguistic resources with regard to the factual knowledge and practical skills brought into play during the interaction. The challenge of this study is therefore to establish what is involved, and under which conditions and through which mechanisms the interactions between two languages (English and French) may contribute to the construction of cognitive learning skills.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>bilinguism</em><em> and teaching methods, code-switching, collaborative learning, learning skills.</em></p><p><em><br /></em></p>

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