Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning | Paper Citation Record

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This paper cites (10) Whether scientific knowledge is perceived as a collection of weakly connected pieces of facts, or as a coherent, conceptual, and highly structured unified whole.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning (10) Whether scientific knowledge is perceived as a collection of weakly connected pieces of facts, or as a coherent, conceptual, and highly structured unified whole

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This paper cites (4) Whether scientific knowledge is perceived as applicable only in formal settings or real-life situations as well.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning (4) Whether scientific knowledge is perceived as applicable only in formal settings or real-life situations as well

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Unresolved cited work

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This paper cites (5) Whether students view success in science as determined by fixed innate ability versus through effort and study strategies.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning (5) Whether students view success in science as determined by fixed innate ability versus through effort and study strategies

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Unresolved cited work

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Combination

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Unresolved cited work

Reference 10

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This paper cites the assessment items were designed so that students were allowed to disagree with themselves within a subscale.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning the assessment items were designed so that students were allowed to disagree with themselves within a subscale

Reference 13

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Elby and D

Reference 14

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This paper cites Hammer, A.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Hammer, A

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This paper cites Chen, Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co-development, Journal of Research in Science Teaching 59, 383 (2022).

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Chen, Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co-development, Journal of Research in Science Teaching 59, 383 (2022)

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Sirnoorkar, A

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Unresolved cited work

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Unresolved cited work

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This paper cites Hammer, Epistemological beliefs in introductory physics, Cognition and instruction 12, 151 (1994).

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Hammer, Epistemological beliefs in introductory physics, Cognition and instruction 12, 151 (1994)

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This paper cites Schommer, Effects of beliefs about the nature of knowledge on comprehension., Journal of educational psychology 82, 498 (1990).

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Schommer, Effects of beliefs about the nature of knowledge on comprehension., Journal of educational psychology 82, 498 (1990)

Reference 21

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This paper cites Stathopoulou and S.

Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Stathopoulou and S

Reference 22

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Valanides and C

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Bromme, S

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Trautwein and O

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Kortemeyer, Could an artificial-intelligence agent pass an introductory physics course?, Physical Review Physics Education Research 19, 010132 (2023)

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Sirnoorkar, D

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Bralin, A

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning AI and the FCI: Can ChatGPT Project an Understanding of Introductory Physics?

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Polverini, J

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Physics Supernova: AI Agent Matches Elite Gold Medalists at IPhO 2025

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Tschisgale, H

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Kortemeyer, M

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Polverini and B

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Ravˇ selj, D

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Fageeh, The rise of chatbots in higher education: Exploring user profiles, motivations, and integration strategies, Social Sciences & Humanities Open 12, 101996 (2025)

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Feedback That Clicks: Introductory Physics Students' Valued Features in AI Feedback Generated From Self-Crafted and Engineered Prompts

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Mills, A

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Students' Perceptions to a Large Language Model's Generated Feedback and Scores of Argumentation Essays

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Wan and Z

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Lademann, J

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Dual-Role Dynamics in Prompting: Elementary Pre-service Teachers' AI Prompting Strategies for Representational Choices

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Jiang, X.-M

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning K¨ uchemann, S

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Analyzing Undergraduate Problem-Solving in Physics Through Interaction With an AI Chatbot

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Elby, Helping physics students learn how to learn, American Journal of Physics 69, S54 (2001)

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Br¨ andle, T

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Urhahne, L

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Avcı and F

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Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning Zhou and K

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