The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS)

Autor/inn/en	Villanueva, Mary Grace; Hand, Brian; Shelley, Mack; Therrien, William
Titel	The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS)
Quelle	In: Research in Science Education, 49 (2019) 3, S.635-655 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9629-z
Schlagwörter	Epistemology; Science Instruction; Surveys; Learner Engagement; Student Attitudes; Grade 4; Grade 5; Grade 6; Test Reliability; Test Validity; Teaching Methods; Likert Scales; Beliefs; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Survey; Umfrage; Befragung; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Testreliabilität; Testvalidität; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Belief; Glaube; Pädagogische Kompetenz
Abstract	Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse. However, there is a paucity of empirical evidence to suggest how children's actions and engagement in these approaches, or "practical epistemologies" (Sandoval, Science Education 89(4): 634-656, 2005), may contribute to the development of their "personal epistemologies", or their views about the nature of knowledge and knowing and the nature of learning. This paper puts forth the conceptualization and development of the Practical Epistemology in Science Survey (PESS) instrument, a 26-item Likert-scale self-assessment which measures how students view their individual and social participation in the classroom scientific community. Data were collected from 4th-6th-grade students (n = 1019) in the USA and a psychometric evaluation of the reliability, validity, and dimensionality of the instrument was conducted. The Cronbach's alpha value indices for all subsets of items of the PESS suggest a strong reliability of the instrument (a = 0.80). The development of the PESS may be useful in science education research to (a) detect changes to students' beliefs about knowledge and knowledge development; (b) identify dispositions and beliefs which may or may not be in line with the aims and values of various pedagogical approaches; (c) monitor the process of change, e.g., time it takes for students to change their approaches and beliefs with respect to teacher practice; and, (d) overall, to provide an understanding of how students' formal epistemologies are developed and informed by the affordances in science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01