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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.

Supplementary information

The online version contains supplementary material available at 10.1007/s10648-022-09661-w.

SUBMITTER: Schiefer J

PROVIDER: S-EPMC8853396 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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

Schiefer Julia J Edelsbrunner Peter A PA Bernholt Andrea A Kampa Nele N Nehring Andreas A

Educational psychology review 20220212 3

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 ...[more]

PMID: 35194354

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Project description:Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed.

Project description:BackgroundEvidence-based medicine has been regarded as a prerequisite for ensuring health care quality. The increase in health care professionals' adoption of web-based medical information and the lack of awareness of alternative access to evidence-based online resources suggest the need for an investigation of their information-searching behaviors of using evidence-based online medical databases.ObjectiveThe main purposes of this study were to (1) modify and validate the internet-specific epistemic beliefs in medicine (ISEBM) questionnaire and (2) explore the associations between health care professionals' demographics, ISEBM, and intention to use evidence-based online medical databases for clinical practice.MethodsHealth care professionals in a university-affiliated teaching hospital were surveyed using the ISEBM questionnaire. The partial least squares-structural equation modeling was conducted to analyze the reliability and validity of ISEBM. Furthermore, the structural model was analyzed to examine the possible linkages between health professionals' demographics, ISEBM, and intention to utilize the evidence-based online medical databases for clinical practice.ResultsA total of 273 health care professionals with clinical working experience were surveyed. The results of the measurement model analysis indicated that all items had significant loadings ranging from 0.71 to 0.92 with satisfactory composite reliability values ranging from 0.87 to 0.94 and average variance explained values ranging from 0.70 to 0.84. The results of the structural relationship analysis revealed that the source of internet-based medical knowledge (path coefficient -0.26, P=.01) and justification of internet-based knowing in medicine (path coefficient 0.21, P=.001) were correlated with the intention to use evidence-based online medical databases. However, certainty and simplicity of internet-based medical knowledge were not. In addition, gender (path coefficient 0.12, P=.04) and academic degree (path coefficient 0.15, P=.004) were associated with intention to use evidence-based online medical databases for clinical practice.ConclusionsAdvancing health care professionals' ISEBM regarding source and justification may encourage them to retrieve valid medical information through evidence-based medical databases. Moreover, providing support for specific health care professionals (ie, females, without a master's degree) may promote their intention to use certain databases for clinical practice.

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Dataset Information

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

Supplementary information

Publications

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

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