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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? McNemar-Bowker tests showed the item context influenced students' epistemic views of model evaluation for both grade levels. → Lee 2021 q2 i? Only 50.4% of eighth-grade and 40.2% of 11th-grade students chose the same answers across the two contexts. → 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? · associational · r2

McNemar-Bowker tests of consistency across the two question contexts in the survey of 188 students confirmed "the context of the item influenced students' epistemic views in model evaluation," with χ 2 = 23.75, p < 0.001 for eighth graders and χ 2 = 13.43, p = 0.004 for 11th graders.

"Further analysis with McNemar-Bowker tests also confirmed that the context of the item influenced students' epistemic views in model evaluation (χ 2 = 23.75, p < 0.001 for eighth-grade students; χ 2 = 13.43, p = 0.004 for 11th-grade students)."

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 same cross-context consistency analysis, "Only 50.4% of the eighth-grade students chose the same answers for the two questions" and 40.2% of 11th-grade students were consistent; many students shifted from "both models can be valuable" (SARS) to "depends on the evidence" (dinosaur).

"Only 50.4% of the eighth-grade students chose the same answers for the two questions; an even lower percentage (40.2%) of the 11th-grade students had consistent answers for the two contexts."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• The dinosaur-extinction context evoked concerns about the value of knowledge and the limits of scientific methods, shaping students' model-evaluation justifications in context-specific ways — a narrower finding that bears on this claim
• 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
• 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