Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Dyads that received additional support for using sources, forming arguments, or both showed no significant difference in belief change compared to dyads without it. → Voet 2018
Evidence¶
Voet 2018¶
Voet, M. & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers' educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8
q3 · i? · causal · r1
Student teacher dyads were randomly divided over four conditions receiving additional support for using sources, forming arguments, or both. Analyses reported in the appendix showed this extra support layer had no significant impact on belief change, so a parsimonious model without conditions was used. No effect size printed.
"analyses indicate that this extra layer of support that was added to the macro -script (see section 5.2. Design principles of the IBL activity) had no significant impact on the evolution of student teachers’ educational beliefs"
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
Related Claims¶
- The impact of immersion in IBL on beliefs varies significantly across individual students, with about 8% holding content-oriented beliefs largely unaffected — related
- Four contexts of mathematics teacher education described the experiences most influential to the preservice teacher's evolving philosophy of mathematics — related
- Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
- Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
additional-support-no-significant-belief-impact |
title |
Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs |
description |
Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — voet-2018 |
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