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Chapter1: Bell, P., & Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22, 797-817. Berland, L., & Reiser, B. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26-55. Bråten, I., Brandmo, C., & Kammerer, Y. (2018). A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers. Journal of Educational Computing Research, 0(0), 1-24 Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171. Chen, Y. C., & Yang, F. Y. (2014). Probing the relationship between process of spatial problems solving and science learning: An eye tracking approach. International Journal of Science & Mathematics Education, 12(3), 579-603. Chin, C. C., Yang, W. C., & Tuan, H. L. (2016). Argumentation in a socioscientific context and its influence on fundamental and derived science literacies. International Journal of Science and Mathematics Education, 14(4), 603-617. Chiu, Y. L., Tsai, C. C., & Liang, J. C. (2015). Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs. Australasian Journal of Educational Technology, 31, 486-499. Conley, A. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. Duschl, R., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72. Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science education, 88(6), 915-933. Ferguson, L.E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61. Greene, J. A., & Yu, S. B. (2015). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3, 45-53. Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160. Ho, H. Y., Chang, T. L., Lee, T. N., Chou, C. C., Hsiao, S. H., Chen, Y. H., & Lu, Y. L. (2019). Above-and below-average students think differently: Their scientific argumentation patterns. Thinking Skills and Creativity, 34, 100607. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary educational psychology, 25(4), 378-405. Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, 10, 90-115. Larson, A., & Britt, A. (2009). Improving students’ evaluation of informal arguments. The Journal of Experimental Education, 77(4), 339-365. Lee, W. C., Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior, 36, 391-400. Liang, J. C. & Tsai, C. C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289. Ministry of Education. (2014). The curriculum guidelines of 12-year compulsory education. Taipei: Author. National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. Noroozi, O. (2018). Considering students’ epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game. Innovations in Education and Teaching International, 55(3), 357-365. Nussbaum, E.M., & Sinatra, G.M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395. Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977-1999. OECD (2013). PISA 2015 Draft Science Framework. OECD Publishing. OECD (2015). 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Examining the reasoning of conflicting science information from the information processing perspective—an eye movement analysis. Journal of Research in Science Teaching, 54(10), 1347-1372 Yang, F. Y., & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38, 325-354. Yang, F. Y., Bhagat, K. K., & Cheng, C. H. (2019). Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education, 41(10), 1347-1365. Yang, F. Y., Chen, Y. H., & Tsai, M. J. (2013). How university students evaluate online information about a socio-scientific issue and the relationship with their epistemic beliefs. Journal of Educational Technology & Society, 16(3), 385-399. Yang, F. Y., Huang, R. T., & Tsai, C.C. (2016). The effects of epistemic beliefs in science and gender difference on university students’ science-text reading: An eye-tracking study. International Journal of Science and Mathematics Eduction, 14, 473-498.
Chapter2: Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246. Brandmo, C., & Bråten, I. (2018). Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. Learning and Indiidual Differences, 62, 89-97. Bråten, I., Brandmo, C., & Kammerer, Y. (2018). A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers. Journal of Educational Computing Research, 0(0), 1-24. Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple documents comprehension. European Journal of Psychology of Education, 28(3), 879-902. Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84(1), 58-85. Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171. Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75-87. Chiu, Y. L., Tsai, C. C., & Liang, J. C. (2015). Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs. Australasian Journal of Educational Technology, 31, 486-499. Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). 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Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education, 41(10), 1347-1365. Yang, F. Y., Chang, C. C., Chen, L. L., & Chen, Y. C. (2016). Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education, 38, 1591-1606. Yang, F. Y., Huang, R. T., & Tsai, I. J. (2016). The effects of epistemic beliefs in science and gender differences on university students’ science-text reading: An eye-tracking study. International Journal of Science and Mathematics Education, 14, 473-498.
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Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports. Learning and Instruction, 42, 31-46. Tsai, M. J., Hou, H. T., Lai, M. L., Liu, W. Y., & Yang, F. Y. (2012). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58(1), 375-385. Tsai, P. Y., Yang, T. T., She, H. C., & Chen, S. C. (2019). Leveraging College Students’ Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition. Journal of Science Education and Technology, 1-15. Vilppu, H., Mikkilä‐Erdmann, M., Södervik, I., & Österholm‐Matikainen, E. (2017). Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis. Anatomical sciences education, 10(1), 23-33. Yang, F. Y., Chang, C. Y., Chien, W. R., Chien, Y. T., & Tseng, Y. H. (2013). 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