Sophisticated Epistemological Beliefs Research Articles

Epistemological beliefs and classroom practices of experienced physics teachers: are they related?

There is a need in teacher education to explore experienced physics teachers' domain-general epistemological beliefs and classroom practices. The study reports 30 experienced physics teachers' epistemological beliefs and classroom practices in Turkish public high school context. The data was collected through interviews and classroom observations. During the analysis, qualitative data was analyzed through constant comparative method. Level and frequency of participants' epistemological beliefs and classroom practices were quantified for descriptive statistics. The results indicated that most teachers held transitional epistemological beliefs, but they taught in traditional ways. Their epistemological beliefs and classroom practices were not in alignment. These results showed that experienced teachers might have sophisticated epistemological beliefs, but they were not able to reflect their beliefs into practice according to their perception of students' expectations. The study provides implications for research for teacher learning and development through large-scale longitudinal studies and to understand the factors of misalignment between their beliefs and practices.

Epistemological belief in control of knowledge and performance of Physics among secondary school students in Tharaka Nithi County, Kenya

The study aimed to investigate the extent to which students' epistemological beliefs in the dimension of control of knowledge acquisition relate to performance in the subject of physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey and a correlational analysis. The research was steered by both the implicit intelligence philosophy and the constructivist learning theory. The sample size comprised 310 form two students, 60 physics teachers and 20 heads of the science department. Quantitative data analysis techniques, including correlation and regression analysis, were used to examine the relationships between students’ epistemological beliefs in control of knowledge and physics performance. The qualitative data from interviews provided deeper insights into how students’ experiences and perceptions related to their beliefs about knowledge and physics performance. Data analysis was performed using tools in the SPSS version 26. The study revealed a positive correlation between sophisticated beliefs in control of knowledge acquisition and performance in physics. From the findings of the study, the researcher concluded that sophisticated beliefs in control of knowledge acquisition contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in control of knowledge acquisition among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in control of knowledge to stimulate performance in physics.

Investigating the Relationships Between University Students’ Epistemological Beliefs and Learning Approaches: A Path Analysis Study

The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches of university students. The mediator effect of gender was also tested. A theoretical model was created, and considering the literature personality types’ effects on learning approaches were kept under control. A total of 244 university students studying in 26 different departments of a university in Turkey participated in the study. Data collection tools were Epistemological Beliefs Scale (attaining knowledge, nurture vs. nature, absolute and single reality, and epistemic confliction), Learning Approaches Scale (deep approach and surface approach), and Personality Types Scale (type A and type B personality). It was hypothesized that sophisticated epistemological beliefs positively predict deep approach and naive epistemological beliefs positively predict surface approach. In addition, it is predicted that the model will differ for males and females. Path analysis method was used to test the models. Results showed that in attaining knowledge and epistemic confliction dimensions sophisticated epistemological beliefs positively predict deep approach. In absolute and single reality, nurture versus nature, and epistemic confliction dimensions naive epistemological beliefs positively predict surface approach. The moderator effect of gender was not significant in the overall model. The results of the research indicate that epistemological beliefs and learning approaches are interrelated structures.

Empirical model of teachers' neuroplasticity knowledge, mindset, and epistemological belief system.

Educational research has shown that teachers' knowledge and beliefs are two important variables that significantly affect their pedagogical practice and decisions. Relying on the premise that knowledge is superior to beliefs in a pure epistemic dimension and rooted in the previous empirical studies, we examined the hypothesis that teachers' knowledge of neuroplasticity affects their epistemological belief system mediated by mindset. Using a survey consisting of established scales about these variables, we collected data from a sample of 345 teachers. Structural equation modeling was performed to test the hypothesis. Results showed that the path coefficients (direct effects) from teachers' knowledge of neuroplasticity to their mindset and epistemological belief system were statistically significant. In other words, we found that teachers with a higher score in the knowledge of neuroplasticity had a growth mindset and a sophisticated epistemological belief system. Teachers' knowledge of neuroplasticity also had an indirect effect on their epistemological belief system mediated by mindset. This result has a conceptual contribution to the literature because it suggests that teachers' knowledge of neuroplasticity is a predicting variable for mindset and epistemological belief system. In practice, it provides us with a tool for developing teachers' growth mindset and sophisticated epistemological beliefs.

Do Epistemological Beliefs Predict Critical Thinking Dispositions?: A Cross-sectional Study with Turkish High School Students

This study aimed to investigate whether high school students’ epistemological beliefs differ by gender and parents’ educational background variables and if their epistemological beliefs are significant predictors of critical thinking dispositions. The data for this study were collected with UF/EMI Critical Thinking Disposition Instrument and Epistemological Belief Scale and it was carried out with 178 high school students. This study revealed that while gender did not significantly affect students’ epistemological beliefs, parents’ educational background significantly affected their epistemological beliefs. Students who have parents with higher educational degrees had more sophisticated epistemological beliefs. Besides, students’ source, development, certainty, and justification scores significantly predicted their critical thinking dispositions and they together explained 24% of the total variance in students’ critical thinking dispositions. Students’ source, development, certainty, and justification scores were positively correlated to their critical thinking dispositions.

Saudi Arabian secondary school students’ views of the nature of science and epistemological beliefs: gendered differences

ABSTRACT Background Understanding students’ views of the nature of science (NOS) has become one of the most discussed topics of science education in Saudi Arabia. Insights therein could inform curricular inform, preservice, and inservice teacher education and the national discourse around science in the Kingdom of Saudi Arabia (KSA). Purpose This study examined Saudi secondary school students’ views of the NOS and their epistemological beliefs by gender. Sample The convenience sample comprised 592 Saudi male (66%) and female (44%) grade 10–12 students from boys’ and girls’ schools (N = 8) in one major city in the KSA’s Eastern Province. Design and Methods A quantitative research design entailed the administration of two self-report instruments in winter 2018: Scientific Epistemological Views (SEVs) instrument (measured NOS) and the Epistemological Belief Inventory (EBI). Data were analyzed using descriptive and inferential statistics. Results Gendered profiles of Saudi secondary students’ views of the NOS and epistemological beliefs were developed. Female students’ NOS mean scores were significantly higher than males. Male students presented more naive epistemological beliefs than females. All respondents scored highest on the role of Social Negotiation when creating scientific knowledge revealing it as a key element of their scientific epistemological beliefs. All respondents scored highest on Omniscient Authority intimating they believed that scientific knowledge comes from authority. For all respondents, Cultural Impacts was a significant predictor of more sophisticated epistemological beliefs. Conclusions The NOS and epistemological beliefs of Saudi secondary students were affected by gendered differences, religious Islamic teachings, and culture. These insights are important, because Saudi students’ understandings of NOS affect their perceptions of science and how it can become part of their epistemological belief system. Religious beliefs, culture, and gender must be considered when designing Saudi science curricula and preservice and inservice teacher education.

Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

This study aims to investigate preservice teachers’ science-pseudoscience distinctions, epistemological beliefs, and to explore the relationship between these two parameters. To this end, a correlational research design has been employed. The study was conducted with the participation of 182 preservice science and preschool teachers, with the data being collected through the Science-Pseudoscience Distinction Scale and Epistemological Beliefs Questionnaire using descriptive statistics, multiple regression analyses, and correlation analyses. The results reveal the participants to have sophisticated epistemological beliefs and the ability to distinguish between science and pseudoscience, as well as a positive medium-level correlation between these two variables. Moreover, when comparing results through the variables of gender, department, and whether or not teachers follow scientific publications or broadcasts, these variables have been found to not predict participants’ levels of science-pseudoscience distinction or epistemological beliefs. The preservice teachers’ levels of science-pseudoscience distinction were found to vary significantly only based on grade level and favoring of senior preservice teachers. In more specific analyses, the preservice science teachers’ epistemological beliefs were found to be more developed than preservice preschool teachers, with epistemological beliefs to be more developed as grade level increases. In light of these findings, lessons are recommended to be enhanced with activities designed to improve epistemological beliefs and the ability to distinguish between science and pseudoscience.

Gifted Students’ Beliefs about Knowledge and Learning

Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.

An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

Epistemological beliefs adopted by individuals determine their knowledge, learning and teaching orientations. For this reason, the purpose of this research is to study physics teachers’ belief levels, as well as the questions about what effect gender, professional experience, and educational background variables have on these levels. Causal-comparative model was used to study these variables. Participants were 205 physics teachers consisting of 106 women and 99 men who work in the Central Anatolia Region of Turkey. All of the data was collected with the Scientific Epistemological Beliefs Scale developed by Conley, Pintrich, Vekiri & Harrison (2004). This scale was adapted into Turkish by Özkan (2008). The data was analyzed using parametric tests. Ultimately, findings indicated that physics teachers had sophisticated epistemological beliefs. In addition, there was no statistically significant difference between female and male teachers in terms of beliefs. Educational background variable was found not to have any effect on epistemological beliefs of physics teachers. In regards to professional experience variable, teachers with less experience had more sophisticated epistemological beliefs about the source of knowledge, certainty of knowledge and justification of knowledge.

Επιστημολογικές πεποιθήσεις: Διερεύνηση της δομής και της σχέσης τους με τη σχολική επίδοση σε μαθητές Λυκείου

The term epistemological beliefs (EBs) refers to the nature of students’ beliefsof knowledge and learning, these are related to the learning process through their effect on academic performance, motivation and self-regulation. Schommer has argued that the concept is multidimensional and consists of four distinct dimensions, the structure of knowledge, the stability of knowledge, the ability of learning and the speed of learning. The aim of the present study is to explore the structure of epistemic beliefs in a Greek sample, according to the theoretical model of Schommer, and how these beliefs are related to academic performance and other demographic and non demographic variables. The sample was composed by 470 students attending the three gradesof upper high school. The students responded to the Epistemological Belief Questionnaire (Schommer, 2000). The results showed that the structure of the epistemological beliefs is in accordance to Schommer’s theoretical model as regards the four dimensions and that the dimension structure of knowledge was the strongest factor. Low reliability rates lead to doubts regarding Schommer’s conceptual model. Moreover, it was found that ability of learning and stability of knowledge significantly contribute to the prediction ofacademic performance and that higher grades are related to sophisticated EBs. It was also found that girlshave more sophisticated EBs than boys in the speed of learning, and that older students have more sophisticated EBs in the stability of knowledge. Similar findings were found for the students of the theoretical study direction in terms of the stability and the structure of knowledge.

Students With Sophisticated Epistemological Beliefs About Justification, but not Certainty, of Science Knowledge Revise Hypotheses More Frequently in Authentic Science Inquiry.

Students With Sophisticated Epistemological Beliefs About Justification, but not Certainty, of Science Knowledge Revise Hypotheses More Frequently in Authentic Science Inquiry.

The Relationships between Middle School Teachers’ Epistemological Beliefs and Learner Autonomy Support Behaviours: The Role of Teaching-Learning Conceptions as the Mediating Variable

This study aims to reveal the predictive and explanatory relationships amongst the middle school teachers’ epistemological beliefs, their teaching-learning conceptions and their learner autonomy support behaviours on the suggested model. Designed as a multi-factorial complex predictive correlational study, this paper employs 345 middle school teachers actively teaching various subject in the center of Manisa province in 2017-2018 academic year. “ Epistemic Belief Inventory ” was used to determine teachers’ epistemological beliefs, while “ Teaching-Learning Conceptions Scale ” was utilised to determine their teaching–learning approaches. On the other hand, Learner Autonomy Support Scale ” was used to find out the participants’ learner autonomy support behaviors. The structural equation modeling was utilised to test the suggested model. The findings have indicated that middle school teachers’ sophisticated epistemological beliefs predict constructivist teaching-learning conceptions and learning autonomy support behaviours in a meaningful way positively while predicting the traditional teaching –learning conceptions negatively. Constructivist teaching-learning conceptions predict learner autonomy support behaviours meaningfully and positively. It was seen that there is not any relationship between traditional teaching learning conceptions and learner autonomy support behaviours. Another significant result is that constructivist teaching-learning conceptions have a mediating effect on sophisticated epistemological beliefs and learner autonomy support behaviours. The results reveal that teachers’ epistemological beliefs have a direct influence on their teaching learning conceptions and learner autonomy support behaviours.

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

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.

Analysis of Variables that Affect Teaching Learning Approaches and Epistemological Beliefs of Pre-Service Teachers by Structural Equation Model

Teachers are expected to update their instructional strategies. Teaching learning approaches and epistemological beliefs may affect teaching practices. The aim of this study is analyzing the relation of variables that effect epistemological beliefs and teaching learning approaches of teacher candidates on a statistical model. According to literature, self-efficacy perceptions, individual innovativeness positions, gender and English success levels, are expected to have direct or indirect effects on epistemological beliefs and teaching learning approaches. Many studies examined these relations, but there is not any study examining all of these relations on a statistical model. In addition, the effect of individual innovativeness on epistemological beliefs and teaching learning approaches was not examined on any model previously. A theoretical model established in line with the literature and has been tested with path analysis method. Results indicate that the model gave fit with the data within acceptable limits. According to the model, learning teaching approaches of individuals with sophisticated epistemological beliefs are more constructivist. In this case epistemological belief, individual innovativeness, general self-efficacy, gender, English success level and alma mater can be said to have direct or indirect effects on teaching learning approaches of teacher candidates.

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Introduction. The aim of this study was to analyse the role of epistemological beliefs and reading beliefs in the comprehension of multiple texts which presented conflicting positions about a controversial topic (nuclear energy). More specifically, we investigated the influence of the multidimensional configuration of epistemological and reading beliefs on multiple text comprehension.Method. The participants were 476 university students from two different Spanish universities, and diverse studies (Humanities, Health Sciences, Architecture and Engineering). In a whole-class session, the Epistemological Beliefs Questionnaire (EQEBI) and the Reader Belief Questionnaire were first administered. In the second part of the session participants completed the prior knowledge questionnaire and performed the multiple text comprehension task.Results. Using cluster analysis we identified two distinct beliefs profiles: sophisticated, in which the more sophisticated epistemological beliefs were associated to more transactional and less transmissive reading beliefs; and naïve, in which the more naïve epistemological beliefs were associated to less transactional and more transmissive reading beliefs. Relationships were found between profiles and gender and domain of knowledge. In addition, after controlling prior knowledge, students with a more sophisticated epistemological and reading beliefs’ profile obtained a higher level of multiple text comprehension than those with a more naïve profile.Conclusion. Consistent with prior research, we may interpret that students who understand knowledge in a more sophisticated way tend to view reading less as a transmissive process and more transforming of knowledge; therefore, they get involved in a deeper comprehension of the different sources and this favours their ability to process information and make inferences – at an intra and inter textual level.

The identity, epistemology and developmental experiences of high-level adventure sports coaches

ABSTRACTThe aim of this research was to further the literature on the identity and practices of adventure sports coaches (ASCs). Current research indicates that these coaches hold well-defined epistemic beliefs that underpin their approaches to coaching. We sought to explore whether these findings applied to a more diverse sample and to examine their working practices and developmental experiences. Semi-structured interviews were conducted on high-level ASCs. Inductive thematic analysis showed that (1) the coaches share similar working practices which are unpredictable and varied, (2) that the coaches possess and can articulate sophisticated epistemological beliefs and (3) the coaches consider themselves to be on a constant learning journey.

Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains

This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about knowledge and teaching in different academic domains were confirmed for the entire sample. Finally, less sophisticated epistemological beliefs were associated positively with an information-transmission/teacher-centred and negatively with a student-/learning-centred view of good teaching. The findings are discussed against the background of effective teaching and the professionalization of university academics.

Investigating Student Teachers’ Conceptions of Social Studies through the Multi-dimensional Structure of the Epistemological Beliefs

The first aim of this study is to define student teachers’ epistemological beliefs and how they conceive social studies. The second aim is to determine whether participants’ conceptions of social studies differ in accordance with the epistemological beliefs they hold. Designed as a sequential explanatory mixed research, this study employs 620 student teachers in its quantitative phase, while the participants of the following qualitative phase consists of 17 students teachers. The Epistemic Belief Inventory and a semi-structured interview schedule were used as data collection instruments. The findings of the quantitative study revealed that student teachers hold highly sophisticated epistemological beliefs in the following three dimensions of the inventory: (i) Access to Knowledge and Knowledge Acquisition, (ii) Certainty of Knowledge, and (iii) Control of Knowledge, while they have average sophisticated beliefs in the Structure of Knowledge dimension. The qualitative findings reveal that participants perceived social studies as life itself and as a relaxing subject taught in middle schools. The comparison of the quantitative and qualitative findings in the last phase of the study revealed that the participants’ conceptions of social studies differ based on the level of their epistemological beliefs in each dimension of the inventory.

EFL Teachers’ Epistemological Beliefs and Their Assessment Orientations

Epistemological beliefs—beliefs about the nature of knowledge, where it resides, and how knowledge is constructed and evaluated—have been the target of increased research interest lately. Heretofore, emphasis has been directed to language teaching/learning aspects and strategies. Language assessment practices have not yet received due attention in epistemic research literature. The current study examined the relationship between pre-service EFL teachers’ epistemological beliefs and their assessment orientations. Dimensions of epistemological beliefs were assessed via a questionnaire designed and validated by the researcher based on Schommer’s work. Two assessment orientations were examined including: (a) transmissive surface- processing orientation and (b) constructive deep-processing orientation. The study involved 114 preservice EFL teachers enrolled in the Professional Diploma in Teaching Program in the Abu Dhabi University, the United Arab Emirates. Results of the study showed that EFL teachers’ epistemological beliefs have a direct bearing on their assessment orientations and practices. EFL teachers with naive epistemological beliefs tended more to adopt surface-level assessment orientations whereas those with sophisticated epistemological beliefs showed more tendency to adopt deeper level approaches to assessment in language settings. Results are discussed in terms of backwash effects on foreign language instruction, curriculum development, and teacher education. Suggestions for further research are also discussed.Keywords: Epistemological beliefs, assessment orientations, surface processing, deep processing

A Multilevel Analysis of Students’ Science Achievements in Relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers’ Personal Characteristics

This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement.