ABSTRACT
One part of our model of epistemic processes builds on multidimensional models of metacognition to include epistemic components, advancing from “thinking about thinking” to encompass “knowing about knowing,” explored through think-aloud protocols. In another set of studies addressing conceptual change in college student understanding and acceptance of evolutionary theory, we found an increase in emotional salience of the topic was associated with both understanding and acceptance, supporting the role of affective variables in conceptual change. Understanding was also associated with advancement in epistemic competence in beliefs about science, as well as an increase in awareness of scientists’ certainty about evolution.
