Victor M Deekens
Biographic Data
| ID | 2746894 |
|---|---|
| NAME | Victor M Deekens |
| GIVEN NAMES | Victor M |
| FAMILY NAME | Deekens |
| SIGNATURE | DEEKENS V M |
| AFFILIATIONS | Department of Behavioral Sciences and Leadership, United States Military Academy at West Point |
| ORCID | 0000-0003-1889-8499 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Experts’ adaptation of apt epistemic performance
Background Today’s complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discip…
What are they thinking? Exploring college students’ mental processing and decision making about Covid-19 (mis)information on social media
More and more, people are abandoning the active pursuit of news, assuming instead that important information will be pushed to them via their social media networks. This approach to news makes people susceptible to the vast amounts of misinformation online, yet research on the effects of this kind of engagement is mixed. More research is needed on technology incidental learning effects, defined as changes in knowledge, attitudes, beliefs, and beh…
Experts’ reasoning about the replication crisis
Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through…
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Experts’ reasoning about the replication crisis
Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through…
Experts’ adaptation of apt epistemic performance
Background Today’s complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discip…
What are they thinking? Exploring college students’ mental processing and decision making about Covid-19 (mis)information on social media
More and more, people are abandoning the active pursuit of news, assuming instead that important information will be pushed to them via their social media networks. This approach to news makes people susceptible to the vast amounts of misinformation online, yet research on the effects of this kind of engagement is mixed. More research is needed on technology incidental learning effects, defined as changes in knowledge, attitudes, beliefs, and beh…
Psychology (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Cognitive science (2 works) · Discipline (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Knowledge management (2 works) · Mathematics education (2 works)