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¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: tool and model accuracy changes quickly

Subclaims¶

q2 i? Triangulating forced-choice responses with coded written justifications revealed four new adjusted developmental positions beyond the three standard epistemic levels. → 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? · associational · r1

In the qualitative middle-out coding of the 188 students' responses, "four new adjusted developmental positions, late absolutist, early multiplist, late multiplist, and early evaluatist emerged from the data," for example students choosing an absolutist option but justifying it with evidence.

"In this study, four new adjusted developmental positions, late absolutist, early multiplist, late multiplist, and early evaluatist emerged from the data."

Discussion¶

Related Claims¶

• 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 — related
• Eighth- and 11th-grade students do not differ statistically significantly in their choice of epistemic assumptions about model evaluation, although a higher percentage of 11th graders chose the evaluatist assumption — related
• Participants with evaluativist epistemic beliefs are more likely to write two-sided reports than those with absolutist or multiplist epistemic beliefs — related
• 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 — related
• Nonlinear epistemic belief profiles show a diverging pattern for science self-concept: multiplistic profiles score similarly or lower than absolutistic, while evidence-based profiles score similarly or higher than sophisticated — related
• Preservice teachers with placements promoting successful constructivist science teaching were more likely to report evaluativist personal epistemologies — related