Details
| Original language | English |
|---|---|
| Article number | 268 |
| Journal | Education Sciences |
| Volume | 9 |
| Issue number | 4 |
| Early online date | 7 Nov 2019 |
| Publication status | Published - Dec 2019 |
| Externally published | Yes |
Abstract
Teachers’ beliefs about science teaching vary greatly. To analyze the relationships between teachers’ beliefs and other variables related to teaching and learning, researchers can use the following two options: single item belief models or belief scales. In this study, we compared both models in the context of teachers’ beliefs regarding teaching about cancer. Although both models exhibited a good model fit, each approach had both advantages and disadvantages when we judged the modelling approaches in terms of fulfilling the requirements of common psychometric standards and adequately acknowledging the diversity of different beliefs. We discuss the predictive value of both models and their contribution to planning belief-based interventions for cancer education. We argue that researchers should combine the advantages of single item and scale models when analyzing the diversity of teachers’ beliefs.
Keywords
- Beliefs, Biology education, Cancer education, Intervention, MIMIC model, Structural equation modeling, Teacher training, Theory of planned behavior
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
Sustainable Development Goals
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In: Education Sciences, Vol. 9, No. 4, 268, 12.2019.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Advantages and Disadvantages of Modeling Beliefs by Single Item and Scale Models in the Context of the Theory of Planned Behavior
AU - Heuckmann, Benedikt
AU - Hammann, Marcus
AU - Asshoff, Roman
N1 - Funding information: Acknowledgments: We acknowledge support from the Open Access Publication Fund of the University of Muenster.
PY - 2019/12
Y1 - 2019/12
N2 - Teachers’ beliefs about science teaching vary greatly. To analyze the relationships between teachers’ beliefs and other variables related to teaching and learning, researchers can use the following two options: single item belief models or belief scales. In this study, we compared both models in the context of teachers’ beliefs regarding teaching about cancer. Although both models exhibited a good model fit, each approach had both advantages and disadvantages when we judged the modelling approaches in terms of fulfilling the requirements of common psychometric standards and adequately acknowledging the diversity of different beliefs. We discuss the predictive value of both models and their contribution to planning belief-based interventions for cancer education. We argue that researchers should combine the advantages of single item and scale models when analyzing the diversity of teachers’ beliefs.
AB - Teachers’ beliefs about science teaching vary greatly. To analyze the relationships between teachers’ beliefs and other variables related to teaching and learning, researchers can use the following two options: single item belief models or belief scales. In this study, we compared both models in the context of teachers’ beliefs regarding teaching about cancer. Although both models exhibited a good model fit, each approach had both advantages and disadvantages when we judged the modelling approaches in terms of fulfilling the requirements of common psychometric standards and adequately acknowledging the diversity of different beliefs. We discuss the predictive value of both models and their contribution to planning belief-based interventions for cancer education. We argue that researchers should combine the advantages of single item and scale models when analyzing the diversity of teachers’ beliefs.
KW - Beliefs
KW - Biology education
KW - Cancer education
KW - Intervention
KW - MIMIC model
KW - Structural equation modeling
KW - Teacher training
KW - Theory of planned behavior
UR - http://www.scopus.com/inward/record.url?scp=85074633827&partnerID=8YFLogxK
U2 - 10.3390/educsci9040268
DO - 10.3390/educsci9040268
M3 - Article
VL - 9
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 4
M1 - 268
ER -