Assessing epistemological beliefs of experts and novices via practices in authentic science inquiry

Melanie E Peffer,Niloofar Ramezani

doi:10.1186/s40594-018-0157-9

Abstract

BackgroundAchieving science literacy requires learning disciplinary knowledge, science practices, and development of sophisticated epistemological beliefs about the nature of science and science knowledge. Although sophisticated epistemological beliefs about science are important for attaining science literacy, students’ beliefs are difficult to assess. Previous work suggested that students’ epistemological beliefs about science are best assessed in the context of engagement in science practices, such as argumentation or inquiry.ResultsIn this paper, we propose a novel method for examining students’ epistemological beliefs about science situated in authentic science inquiry or their Epistemology in Authentic Science Inquiry (EASI). As a first step towards developing this assessment, we performed a novice/expert study to characterize practices within a simulated authentic science inquiry experience provided by Science Classroom Inquiry (SCI) simulations. Our analyses indicated that experts and novices, as defined by their experience with authentic science practices, had distinct practices in SCI simulations. For example, experts, as compared to novices, spent much of their investigations seeking outside information, which is consistent with novice/expert studies in engineering. We also observed that novice practices existed on a continuum, with some appearing more-or less expert-like. Furthermore, pre-test performance on established metrics of nature of science was predictive of practices within the simulation.ConclusionsSince performance on pre-test metrics of nature of science was predictive of practices, and since there were distinct expert or novice-like practices, it may be possible to use practices in simulated authentic science inquiry as a proxy for student’s epistemological beliefs. Given than novices existed on a continuum, this could facilitate the development of targeted science curriculum tailored to the needs of a particular group of students. This study indicates how educational technologies, such as simulated authentic science inquiry, can be harnessed to examine difficult to assess, but important, constructs such as epistemology.

Highlights

(2019) 6:3 scientifically literate populace, which type of inquiry, nature of science (NOS) principles, and epistemological beliefs about science do we teach in a classroom? If consensus regarding the nature of inquiry is difficult to attain, how can science educators effectively evaluate and assess epistemological understanding? This paper proposes a novel method for assessing epistemology situated in authentic science inquiry
Since NOS and epistemological beliefs about science are intertwined in inquiry (Fig. 1), and at least in engineering, expert and novice practices varied along predictable lines, we suggest that expert and novice practices in authentic science inquiry may be indicative of underlying NOS and epistemological beliefs
Since we argue that NOS understanding in the case of inquiry cannot be separated from epistemology, we refer to the participant’s putative epistemology/NOS understanding as seen through their inquiry practices as their Epistemology in Authentic Science Inquiry or EASI

Summary

Introduction

Science literacy is multidimensional and includes general knowledge, understanding of practices such as argumentation or inquiry, positive attitudes towards and experiences in science, development of appropriate mental models about complex relationships, and epistemological beliefs about the nature of science and generation of science knowledge (Renken et al 2016; Elby et al 2016; Schwan et al 2014).To properly educate a scientificallyPeffer and Ramezani International Journal of STEM Education (2019) 6:3 scientifically literate populace, which type of inquiry, NOS principles, and epistemological beliefs about science do we teach in a classroom? If consensus regarding the nature of inquiry is difficult to attain, how can science educators effectively evaluate and assess epistemological understanding? This paper proposes a novel method for assessing epistemology situated in authentic science inquiry. Science literacy is multidimensional and includes general knowledge, understanding of practices such as argumentation or inquiry, positive attitudes towards and experiences in science, development of appropriate mental models about complex relationships, and epistemological beliefs about the nature of science and generation of science knowledge (Renken et al 2016; Elby et al 2016; Schwan et al 2014).To properly educate a scientifically. If consensus regarding the nature of inquiry is difficult to attain, how can science educators effectively evaluate and assess epistemological understanding? As a first step towards developing a formal assessment, we attempt to define practices that align with what experts do in authentic science inquiry and established metrics of nature of science (NOS) understanding and epistemological beliefs about science. Previous work suggested that students’ epistemological beliefs about science are best assessed in the context of engagement in science practices, such as argumentation or inquiry

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Results

Discussion

Conclusion