Interviews found epistemological belief change themes only in the EETAM group (certain knowledge, omniscient authority, innate ability), with no epistemological findings in the TAM group¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1–r2·q2
Currency · newest study 2021 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · 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? Semi-structured interviews with six EETAM students yielded categories for certain knowledge, omniscient authority and innate ability. → Kızkapan 2021
q2 i? No findings regarding TAM's effect on epistemological beliefs emerged from the TAM group interviews. → Kızkapan 2021 (2)
Evidence¶
Kızkapan 2021¶
Kızkapan, O., & Bektaş, O. (2021). Improving 7th Grade Students’ Epistemological Beliefs by Epistemologically Enriched Argumentation Model. Pedagogical Research, 6(3), em0095. https://doi.org/10.29333/pr/10949
q2 · i? · causal · r2
Content analysis of semi-structured interviews with 12 students (six per experimental group), selected by maximum variation sampling. EETAM interviews yielded "certain knowledge, omniscient authority and innate ability" categories; e.g., students emphasized tentativeness of knowledge in books and the role of experiment and observation.
"Based on the opinions of the students in EETAM group, findings related to certain knowledge, omniscient authority and innate ability dimensions of epistemological beliefs were obtained."
Kızkapan 2021 (2)¶
Kızkapan, O., & Bektaş, O. (2021). Improving 7th Grade Students’ Epistemological Beliefs by Epistemologically Enriched Argumentation Model. Pedagogical Research, 6(3), em0095. https://doi.org/10.29333/pr/10949
q2 · i? · causal · r1
Content analysis of the six TAM-group interviews found perceived effects on achievement, peer learning and participation, but "no findings were found regarding the effect of TAM on epistemological beliefs". This null qualitative result parallels the TAM group's non-significant quantitative difference.
"In the interviews conducted with students in the TAM group, it was concluded that the model had an effect on some factors such as academic achievement, peer learning, active participation in the lesson, but no findings were found regarding the effect of TAM on epistemological beliefs."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
Related Claims¶
- Post-test ANOVA on epistemological beliefs showed a statistically significant overall difference among the three groups (F(2,95)=3.593, p=.031) — related
- EETAM produced significantly higher epistemological belief post-test scores than the comparison group, while TAM did not differ from either the comparison group or EETAM — related
- The authors interpret the six-week intervention length as insufficient for a significant TAM-versus-EETAM difference in epistemological beliefs — related
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