The dinosaur-extinction context evoked concerns about the value of knowledge and the limits of scientific methods, shaping students' model-evaluation justifications in context-specific ways¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' written responses in the dinosaur context were marked context-specific, including negative value judgments and perceived limits of scientific methods. → Lee 2021

Evidence¶

Lee 2021¶

Lee, S. W.-Y., Wu, H., & Chang, H. (2021). Examining secondary school students' views of model evaluation through an integrated framework of personal epistemology. Instructional Science, 49, 223–248. https://doi.org/10.1007/s11251-021-09534-9

q2 · i? · qualitative · r2

In the qualitative analysis of written justifications, "The dinosaurs context evoked the students' concerns of the value of knowledge and the limit of scientific methods in futher inquiring into the models of dinosaur extinction"; some students argued finding the extinction cause would not be valuable.

"The dinosaurs context evoked the students' concerns of the value of knowledge and the limit of scientific methods in futher inquiring into the models of dinosaur extinction."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• The context of model-evaluation questions significantly influenced students' epistemic views, with fewer than half of students giving consistent answers across the SARS and dinosaur-extinction contexts — a broader claim this one bears on