Quasi-experimental and experimental interventions can positively change epistemic cognition, but the theory-of-change remains unidentified¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? A growing body of quasi-experimental and experimental research demonstrates interventions can positively impact epistemic cognition, but more research is needed to identify when, how and why the change occurs. → Feucht 2017

Evidence¶

Feucht 2017¶

Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234-241. https://doi.org/10.1080/00461520.2017.1350180

q2 · i? · theoretical · r2

The authors' narrative review assertion in the Emerging Opportunities section, citing Gill, Ashton & Algina (2004), Kienhues, Bromme & Stahl (2008) and Lunn Brownlee et al. (2016). No effect sizes are reported here; the review attributes the finding to those cited intervention studies.

"There is a growing body of quasi-experimental and experimental research that demonstrates that interventions can have a positive impact on changing epistemic cognition"

Discussion¶

Learner Variables¶

Epistemic Beliefs — outcome: instruction changes it

Epistemic reflexivity requires internal dialogue that references both teaching practices and epistemic cognition as a calibration process — related
Methods for estimating impacts when treatment effects vary apply to randomized controlled trials and are also applicable to quasi-experimental designs — related
Explicit Handwriting Instruction Improves Legibility — related
Quantitative methods exist for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools — related
Teacher Guided Inquiry Outperforms Student Led — related
Inquiry Based Teaching Improves Science Achievement — related
Explicit reflection on epistemic beliefs during science units has been followed by changes in student teachers' epistemic beliefs — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`interventions-change-epistemic-cognition`
`title`	`Quasi-experimental and experimental interventions can positively change epistemic cognition, but the theory-of-change remains unidentified`
`description`	`Quasi-experimental and experimental interventions can positively change epistemic cognition, but the theory-of-change remains unidentified`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2017`
`generated`	by `process:wiki-ingest` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `feucht-2017`

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