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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eleventh-grade students more often used pragmatic and evidential criteria of knowing when justifying multiplist and evaluatist assumption choices. → Lee 2021 q2 i? A higher percentage of 11th-grade than eighth-grade students provided meaningful written justifications for their choices. → Lee 2021 (2)

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? · qualitative · r?

From the qualitative coding of written justifications in the survey of 188 students: "the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing."

"For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing."

Lee 2021 (2)¶

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 analysis of written responses, "about 75% to 80% of the 11th-grade students" provided meaningful written responses versus about 55–60% of eighth graders; the article states more 11th-grade students were able to provide meaningful justification.

"About 55–60% of eighth-grade students (60.3% for the SARS context and 55.4% for the dinosaur context) and about 75% to 80% of the 11th-grade students (80.3% for the SARS context and 75% for the dinosaur context) provided meaningful written responses justifying their choice of developmental assumptions."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — predictor: learners who differ on it differ in outcomes

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
• 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
• 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 — a broader claim this one bears on
• 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