Details
| Original language | English |
|---|---|
| Pages (from-to) | 1000-1020 |
| Number of pages | 21 |
| Journal | International Journal of Science Education |
| Volume | 44 |
| Issue number | 6 |
| Early online date | 12 Apr 2022 |
| Publication status | Published - 2022 |
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.
Keywords
- Assessment, epistemology, secondary/high school
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: International Journal of Science Education, Vol. 44, No. 6, 2022, p. 1000-1020.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Assessing students’ epistemic beliefs related to professional and school science
AU - Voitle, Frauke
AU - Heuckmann, Benedikt
AU - Kampa, Nele
AU - Kremer, Kerstin
N1 - Funding Information: We would like to thank Irene Neumann (IPN Kiel) and Julia Schwanewedel (Universität Hamburg) for the fruitful discussions during the development of the research idea and the measuring instrument.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Assessment
KW - epistemology
KW - secondary/high school
UR - http://www.scopus.com/inward/record.url?scp=85129150390&partnerID=8YFLogxK
U2 - 10.1080/09500693.2022.2059821
DO - 10.1080/09500693.2022.2059821
M3 - Article
AN - SCOPUS:85129150390
VL - 44
SP - 1000
EP - 1020
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 6
ER -