Assessing Students' Epistemic Beliefs Related to Professional and School Science

Autor/inn/en	Voitle, Frauke; Heuckmann, Benedikt; Kampa, Nele; Kremer, Kerstin
Titel	Assessing Students' Epistemic Beliefs Related to Professional and School Science
Quelle	In: International Journal of Science Education, 44 (2022) 6, S.1000-1020 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Voitle, Frauke) ORCID (Heuckmann, Benedikt) ORCID (Kampa, Nele) ORCID (Kremer, Kerstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2059821
Schlagwörter	Epistemology; Student Attitudes; Scientific Attitudes; Student Evaluation; Case Studies; Grade 6; Educational Environment; Comparative Analysis; Science Instruction; Teaching Methods; High School Students; Psychometrics; Rating Scales; Goodness of Fit; Track System (Education); Foreign Countries; Scientific Research; Factor Analysis; Information Sources; Germany + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Schülerverhalten; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychometry; Psychometrie; Rating-Skala; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Faktorenanalyse; Information source; Informationsquelle; Deutschland
Abstract	The school context, like other influences, affects the development of students' epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrument by Conley et al. (2004) and which uses pairs of analogous items referring to the contexts of professional and school science. We succeeded in simultaneously assessing students' EBs with reliable scales that allow for direct comparisons. Cross-sectional data is reported from a cohort study (N = 405) in grades 6 (n = 132), 8 (n = 167) and 10 (n = 106) that showed higher agreement with the scales related to professional science as well as higher agreement in higher grade levels. We further discuss methodological aspects of scale-formation, and highlight promising implementations of our questionnaire that future research could benefit from. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01