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¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the same context, chi-square analysis showed no statistically significant relationship between educational level and students' epistemic views of model evaluation, despite higher percentages of 11th graders choosing evaluatist assumptions. → 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

Chi-square independent tests on 188 surveyed students' forced-choice answers (101 eighth graders, 87 11th graders) compared educational levels within each context; the study reports "no statistical significant relationships between students' educational levels and their epistemic views of model evaluation."

"However, within the same context, the results of chi-square analysis showed no statistical significant relationships between students' educational levels and their epistemic views of model evaluation."

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
• 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
• 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
• African and Asian students did not differ significantly in their answers about ChatGPT — related