The impact of immersion in IBL on beliefs varies significantly across individual students, with about 8% holding content-oriented beliefs largely unaffected¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There is significant variance on the student level for belief change across all scales. → Voet 2018

Evidence¶

Voet 2018¶

Voet, M. & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers' educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8

q3 · i? · causal · r1

The multivariate multilevel model of difference scores found significant between-student variance in belief change, but no significant variance at the dyad or school levels. No effect size printed.

"the model indicates that, for all scales together, there is significant variance on the student level (X2=246.19, df=1, p<.001), but not on the dyad level (X2=1.46, df=1, p=.23), or school level (X2=0.82, df=1, p=.37)."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — moderator: an instructional effect differs with it

Related Claims¶

• Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs — related
• Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
• Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research — related