Epistemic beliefs about the development of scientific knowledge directly predict domain knowledge in science across grades 5, 8, and 11¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Beliefs that scientific knowledge is hypothetical and evolving have a direct positive effect on domain knowledge at each grade level. → Mason 2012

Evidence¶

Mason 2012¶

Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2012). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science. https://doi.org/10.1007/s11251-012-9210-0

q3 · i? · associational · r2

SEM path analysis of fifth-grade data (n = 213) showed beliefs about development of scientific knowledge directly predicted domain knowledge (β = 0.22, t = 3.01). Similar direct effects emerged at eighth grade (β = 0.28) and eleventh grade (β = 0.17).

"Instead, epistemic beliefs about the development of scientific knowledge had a direct positive effect on domain knowledge (b = 0.22, t = 3.01)."

Discussion¶

Related Claims¶

• Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels
• The integrated model explains substantially less variance in science achievement at eleventh grade (17%) compared to fifth (41%) and eighth (38%) grades — related
• Epistemic beliefs about the justification of scientific knowledge predict mastery and performance-approach goals positively and performance-avoidance goals negatively in fifth grade — related