The authors interpret the six-week intervention length as insufficient for a significant TAM-versus-EETAM difference in epistemological beliefs¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors state that a six-week intervention was not sufficient for a significant difference between the TAM and EETAM groups' epistemological belief scores. → Kızkapan 2021

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

q1 · i? · causal · r1

Authors' interpretation in the Results and Discussion section, citing Bektaş (2011) on the difficulty and long periods needed to change epistemological beliefs. This is an explanatory statement about the non-significant EETAM-TAM pairwise result (p=.107), not a separately tested finding.

"According to the results of the present study, it can be said that a six-week intervention is not sufficient for a significant difference in epistemological belief scores of TAM and EETAM groups."

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
• 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 — related