Less sophisticated epistemic belief profiles are more prevalent in younger students and nonacademic tracks, while sophisticated profiles are more prevalent in academic tracks and higher grade levels¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across academic and nonacademic tracks, younger samples contained more students with absolutistic, evidence-based, or multiplistic profiles, and academic track schools and higher grades contained more students with sophisticated profiles. → Julia Schiefer 2022

Evidence¶

Julia Schiefer 2022¶

Julia Schiefer, Peter A. Edelsbrunner, Andrea Bernholt, Nele Kampa, Andreas Nehring. (2022). Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09661-w

q2 · i? · quant-synthesis · r1

Descriptive analysis relating profile type percentages to grade level and track across 12 samples (Fig. 3). The authors note that 'across both the academic and nonacademic/mixed tracks, samples that had younger students contained more students who had absolutistic, evidence-based, or multiplistic profiles.'

"More students with a sophisticated profile were found in academic track schools compared with nonacademic track schools and in higher compared with lower grade levels."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A positive relation exists between the level of sophistication of epistemic belief profiles and socioeconomic status, with profile z-score ranges from -0.25 to 0.45 — related
• A positive relation exists between the level of sophistication of epistemic belief profiles and understanding of the control-of-variables strategy — related
• Overlapping (nonlinear) epistemic belief profiles are a systematic phenomenon across grades and tracks, not limited to few students or specific contexts — related
• Among students choosing multiplist and evaluatist assumptions, 11th-grade students were more likely than eighth-grade students to justify their views with pragmatic and evidential criteria of knowing — a narrower finding that bears on this claim
• Relations between epistemic belief profiles and cognitive abilities are inconsistent across profiles and samples, though results point to above-average cognitive abilities in sophisticated profiles — related