Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Abstract

Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

Relationships between Epistemological Beliefs and Conceptual Understanding of Evolution by Natural Selection

“…Given the great importance of epistemological beliefs in education, various attempts have been made to foster students' epistemological beliefs at different levels of education (Muis et al, 2016;Schiefer et al, 2020;Baytelman et al, 2020aBaytelman et al, , 2022. Since the multidimensional model concerning epistemological beliefs is a system of more or less independent epistemological dimensions, which are not necessarily developing in synchrony with each other (Baytelman et al, 2020a;Muis et al, 2015), it is important to make efforts to foster all dimensions of students' epistemological beliefs, using a variety of didactical approaches.…”

A model and its fit lie in the eye of the beholder: Long live the sum score

“…First, a sum score can be built if researchers have conceptualized the construct that they intend to represent in the score such that all indicators represent approximately equal shares of the construct. This might for example be the case if researchers aim at building an index of a construct of different skills (Van der Maas et al, 2014 ) or beliefs (e.g., Merk and Rosman, 2019 ; Schiefer et al, 2022 ). In this case, however, it should not be overlooked that equal weighting of indicators in an index should also be based on justification.…”

Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen

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