Preservice teachers with placements promoting successful constructivist science teaching were more likely to report evaluativist personal epistemologies¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2017 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Preservice teachers who experienced professional placements promoting successful constructivist teaching approaches in science were more likely to report evaluativist personal epistemologies. → Feucht 2017

Evidence¶

Feucht 2017¶

Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234-241. https://doi.org/10.1080/00461520.2017.1350180

q2 · i? · theoretical · r2

Second-hand finding reported in the Reflection and personal epistemology section: the article attributes this result to Adibelli and Bailey (in press) and describes it only in narrative terms, with no sample size or effect size printed. The reviewed study's design is not described here.

"Adibelli and Bailey (in press) report findings from a study that found that preservice teachers who had experienced professional placements which promoted successful, constructivist teaching approaches in science were more likely to report personal epistemologies that reflect evaluativism."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Four intermediate epistemic levels — late absolutist, early multiplist, late multiplist, and early evaluatist — emerged when students' forced-choice assumptions were triangulated with their written justifications — related
• Participants with evaluativist epistemic beliefs are more likely to write two-sided reports than those with absolutist or multiplist epistemic beliefs — related