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Publications (10 of 11) Show all publications
Bernholt, A., Kampa, N., Lindfors, M. & Edelsbrunner, P. (2019). Development of students’ epistemic beliefs profiles across secondary school. In: Book of abstracts: EARLI 2019. Paper presented at 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany, Aug 12-16, 2019 (pp. 131-132). RWTH Aachen University
Open this publication in new window or tab >>Development of students’ epistemic beliefs profiles across secondary school
2019 (English)In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 131-132Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Although the field of epistemic cognition is still growing, only few studies so far have dealt with the question of how epistemic beliefs of school children can be described in a valid way, taking different learning opportunities as possibilities for developmental trajectories into account. A valuable research approach to overcome some of the methodological problems might be classifying students into homogeneous groups according to their epistemic beliefs in science. In our study, we ask 1) what kind of science-related epistemic profiles, exist across grades 5 to 12, 2) how these profiles differ with regard to learning related outcomes, and 3) how students’ epistemic belief profiles change during secondary school? A longitudinal survey with two starting cohorts (grades 5 and 9) was administered to secondary school students over a period of 4 years. The results indicate that it is valuable to identify distinctive groups of students with homogenous science-related epistemic belief patterns in both cohorts. Furthermore, results show that the epistemic belief patterns differ with regard to motivational and cognitive outcomes indicating more helpful but also more diametrical patterns of beliefs with respect to science learning in school. Moreover, results of transition analyses strengthen the finding of high stability of students’ beliefs. The results will be discussed with regard to learning opportunities in every-day school live as well as adaptive interventions for specific subgroups of students for a helpful development of students’ beliefs about knowledge and knowing for science learning.

Place, publisher, year, edition, pages
RWTH Aachen University, 2019
Keywords
Developmental processes, Metacognition, Quantitative methods, Science education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-162959 (URN)
Conference
18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany, Aug 12-16, 2019
Available from: 2019-09-03 Created: 2019-09-03 Last updated: 2019-09-05Bibliographically approved
Winberg, M. T., Hofverberg, A. & Lindfors, M. (2019). Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11. European Journal of Psychology of Education, 34(2), 295-315
Open this publication in new window or tab >>Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11
2019 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, no 2, p. 295-315Article in journal (Refereed) Published
Abstract [en]

Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Epistemic beliefs, Achievement goals, Relationship, Development, Grade 5 11, Science
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-147665 (URN)10.1007/s10212-018-0391-z (DOI)000461328900002 ()
Funder
Swedish Research Council, 721-2013-2180
Note

Originally published in thesis in manuscript form.

Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-04-23Bibliographically approved
Bernholt, A., Lindfors, M. & Winberg, M. (2019). Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics. Scandinavian Journal of Educational Research, Published online: 29 Aug 2019
Open this publication in new window or tab >>Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. Published online: 29 Aug 2019Article in journal (Refereed) Published
Abstract [en]

In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Students’ epistemic beliefs, classroom context, cross-country comparison, national cultural differences
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-147664 (URN)10.1080/00313831.2019.1651763 (DOI)2-s2.0-85071316130 (Scopus ID)
Note

Originally included in thesis in manuscript form.

Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-09-04
Lindfors, M., Roos, H. & Bagger, A. (2019). The nature of knowing and students in need of special education. In: Book of abstracts: EARLI 2019: . Paper presented at The European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, Aug 12-16, 2019. (pp. 142-142). RWTH Aachen University
Open this publication in new window or tab >>The nature of knowing and students in need of special education
2019 (English)In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 142-142Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this research is to explore teachers’ mathematical epistemic beliefs in relation to students in need of special education in mathematics (SEM-students). Teachers’ views on the subject and the students in need are central aspects for the support (Scherer, Beswick, DeBlois, Healey & Opitz, 2016). In more detail, the interest lies in revealing the epistemologies of teachers’ beliefs on the nature of knowing in two very different educational practices: the general situation of the teaching and learning and in the practice of national testing. The research process is guided by four steps: 1; The identification of statements regarding the justification of and source of knowledge 2; The explanatory paraphrasing into groups of statements. 3; A search for concurrence, differences and patterns within and between groups. 4. Finally, a summary of what is characteristic for the nature of knowing in mathematics in relation to SEM-students in these two practices is given.

Place, publisher, year, edition, pages
RWTH Aachen University, 2019
Keywords
Attitudes and beliefs, Mathematics, Primary education, Special education Presenting
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-162966 (URN)
Conference
The European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, Aug 12-16, 2019.
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04
Lindfors, M. (2018). "Kunskap är vad du vet, och vet du inte kan du alltid googla!": elevers epistemic beliefs i naturvetenskaplig undervisningskontext. (Doctoral dissertation). Umeå: Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet
Open this publication in new window or tab >>"Kunskap är vad du vet, och vet du inte kan du alltid googla!": elevers epistemic beliefs i naturvetenskaplig undervisningskontext
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

One important goal of science education is to help students develop an adequate understanding of what science is and how it is done. An understanding of science includes epistemic beliefs, that is, individuals’ beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. The epistemic beliefs are hypothesized to exist on a continuum ranging from naïve to sophisticated. Students’ epistemic beliefs and their epistemic cognition have been shown to influence various facets of learning. The overarching purpose of this thesis is to contribute to our knowledge and understanding of the role played by epistemic beliefs within the context of science education. The thesis intended to answer the following three general questions within a scientific context: 1) What prerequisites for drawing conclusions about epistemic beliefs are given based on the choice of questionnaire as a measurement method, including its design and content? 2) What is the relation between students’ epistemic beliefs and other phenomena that are important in learning situations? 3) What is the relation between students’ epistemic beliefs and their epistemic practices?

The studies used both quantitative and qualitative methods to examine students’ epistemic beliefs and epistemic practices. Data sources included questionnaires, video and screen observations, and semi-structured interviews. Participants in the studies were students in Grade 5-11 in Sweden and Germany. A series of four papers address the purpose of the thesis and respond to the three general questions. The first paper investigate relations between students’ epistemic beliefs and perceived classroom characteristics and whether differences could be found between the two countries. The second paper investigate the relative importance of epistemic beliefs dimensions for predicting achievement goals in Grade 5 through 11, in both a cross-sectional and a longitudinal study. The third paper explore the relationships between students’ scientific epistemic beliefs, their problemsolving process, and the quality of solutions produced by students. Finally, the fourth paper describe students’ epistemic practices of problem solving in science and their sense making in the moment, to deepen the understanding of the process of the students’ epistemic cognition. In relation to the first question, results indicate that the chosen measurement method for epistemic beliefs generates certain prerequisites for how epistemic beliefs can be understood and characterized. This in turn may have consequences when epistemic beliefs are studied in relation to, for example, other phenomena and epistemic practices. With regard to the second question, findings show that there are many relationships between epistemic beliefs and other phenomena, but also that they are in many cases context and/or situation dependent. Regarding the third question, the results point out that the relationship between students’ epistemic beliefs and their epistemic practices should be understood by how the students show, through words and actions, that they understand what the situation requires. Thus, there is no universal relationship between sophisticated epistemic beliefs and successful epistemic practices. It can be concluded that students’ epistemic beliefs do not exist in a vacuum without interacting with other phenomena, but that they depend on the surrounding context or situation in different ways. More studies that take into account different types of situations are required. This would in turn most likely also contribute to a better understanding of how students’ epistemic beliefs, epistemic cognition, and epistemic practices develop in relation to the surrounding teaching context.

Place, publisher, year, edition, pages
Umeå: Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet, 2018. p. 73
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 83
Series
Studies in science and technology education, ISSN 1652-5051 ; 103
Keywords
problemlösning, kunskapssyn, lärandemål, lärandemiljö, simulering, motivation
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-147670 (URN)978-91-7601-887-3 (ISBN)
Public defence
2018-06-08, N320, Naturvetarhuset, Umeå, 09:00 (Swedish)
Opponent
Supervisors
Available from: 2018-05-18 Created: 2018-05-14 Last updated: 2018-12-19Bibliographically approved
Lindfors, M., Winberg, M. & Bodin, M. (2018). The role of students' scientific epistemic beliefs in computer-simulated problem solving. Scandinavian Journal of Educational Research, 63(1), 124-144
Open this publication in new window or tab >>The role of students' scientific epistemic beliefs in computer-simulated problem solving
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 124-144Article in journal (Refereed) Published
Abstract [en]

Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem solving process and performance of 19 tenth grade students, with different scientific epistemic beliefs, was video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.

Place, publisher, year, edition, pages
London: Taylor & Francis, 2018
Keywords
Epistemic beliefs, problem solving, computer simulation, sophistication
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-134192 (URN)10.1080/00313831.2017.1324907 (DOI)000451601200008 ()
Projects
DOLIS
Funder
Swedish Research Council, 721-2013-2180
Note

Published online: 01 Jun 2017

Available from: 2017-04-28 Created: 2017-04-28 Last updated: 2018-12-19Bibliographically approved
Bernholt, A., Winberg, M. & Lindfors, M. (2017). Students’ epistemic beliefs in Sweden and Germany: Correlations with classroom characteristics. In: Education in the Crossroads of Economy and Politics: Role of Research in the Advancement of Public Good. Book of Abstracts. Paper presented at 17th Biennal EARLI Conference, Tampere, Finland, 27 August - 2 September, 2017 (pp. 678-678).
Open this publication in new window or tab >>Students’ epistemic beliefs in Sweden and Germany: Correlations with classroom characteristics
2017 (English)In: Education in the Crossroads of Economy and Politics: Role of Research in the Advancement of Public Good. Book of Abstracts, 2017, p. 678-678Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study aims at describing students’ epistemic beliefs over school years 5–11, investigating differences between Sweden and Germany regarding the ‘trajectories’ of epistemic beliefs over the grades, and if classroom factors can explain these differences. A cross-sectional survey, covering grades 5–11, was distributed to 1501 students in Sweden and 2839 in Germany to assess their epistemic beliefs and perceived classroom environment in chemistry. Factor analysis revealed four valid constructs for students’ epistemic beliefs and perceived classroom environment, respectively.  A common trend for both countries was an increasing sophistication over grades as to the Certainty of knowledge and an emphasis in all grades on the need for evidence from several sources to make claims of knowing (Justification). Trust in authorities decreased over the grades in Germany, while Swedish students showed similar levels in all grades. Beliefs in dynamic and changing knowledge was strong in both countries, with an increasing trend in Germany while stable in Sweden. Significant correlations between epistemic beliefs and perceived classroom environment were found in both countries, but stronger in Sweden than Germany

Keywords
Attitudes and beliefs, Developmental processes, Science education, Teaching / instruction
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-139572 (URN)
Conference
17th Biennal EARLI Conference, Tampere, Finland, 27 August - 2 September, 2017
Projects
DOLIS
Funder
Swedish Research Council, 721-2013-2180
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-20Bibliographically approved
Lindfors, M., Bodin, M. & Simon, S. (2017). Unpacking students’ epistemic cognition in a problem solving environment. In: : . Paper presented at Nordic Research Symposium on Science Education (NFSUN) 2017, Trondheim, Norway,June 7-9, 2017 (pp. 93-96).
Open this publication in new window or tab >>Unpacking students’ epistemic cognition in a problem solving environment
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

It is a widely held view that students’ epistemic beliefs influence the way they learn and think in any given context. However, in the science learning context, the relation between the sophistication of epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their epistemic practices, and hence their epistemic cognition in a computer simulation in classical mechanics. The 19 tenth grade students’ manipulations of the simulation, spoken comments, behavior, and embodied communication were screen and video-recorded and subsequently described and coded by an inductive approach. The screen and video recordings were triangulated with a stimulated recall interview to access a broader understanding of the dynamic processes of epistemic cognition. Our findings focusing on three different students reveal a dynamic pattern of interactions between SEB and knowledge, i.e., epistemic cognition, showing how epistemic cognition can be understood in a specific problem solving context due to the actions the student express.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-139576 (URN)
Conference
Nordic Research Symposium on Science Education (NFSUN) 2017, Trondheim, Norway,June 7-9, 2017
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-09Bibliographically approved
Lindfors, M., Bodin, M. & Simon, S. (2017). Unpacking students’ epistemic cognition in a problem-solving environment. In: : . Paper presented at ESERA 2017 Conference, Dublin City University, Dublin, Ireland 21st - 25th August 2017.
Open this publication in new window or tab >>Unpacking students’ epistemic cognition in a problem-solving environment
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

It is a widely held view that students’ epistemic beliefs influence the way they learn and think in any given context. However, in the science learning context, the relation between the sophistication of epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their epistemic practices, and hence their epistemic cognition in a computer simulation in classical mechanics. The 19 tenth grade students’ manipulations of the simulation, spoken comments, behavior, and embodied communication were screen and video-recorded and subsequently described and coded by an inductive approach. The screen and video recordings were triangulated with a stimulated recall interview to access a broader understanding of the dynamic processes of epistemic cognition. Our findings focusing on three different students reveal a dynamic pattern of interactions between SEB and knowledge, i.e., epistemic cognition, showing how epistemic cognition can be understood in a specific problem solving context due to the actions the student express.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-139578 (URN)
Conference
ESERA 2017 Conference, Dublin City University, Dublin, Ireland 21st - 25th August 2017
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-09
Lindfors, M., Winberg, M. & Bodin, M. (2016). The role of scientific epistemic beliefs in computer-simulated problem solving. In: : . Paper presented at 7th International Biennial Conference of EARLI SIG 16 Metacognition. August 23-26, 2016.
Open this publication in new window or tab >>The role of scientific epistemic beliefs in computer-simulated problem solving
2016 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Research has shown that students’ epistemic beliefs influence the way they learn, think and reason in any given context (Schommer-Aikins, 2004). However, in the science learning context, the relationship between the level of epistemic sophistication, learning, and learning outcomes is sometimes ambiguous (Elby & Hammer, 2001). Taking this result as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their approaches to a computer simulated task, and the quality of their solutions. 19 tenth grade students, with different SEB, were selected to participate in a constructionist computer-simulation in classical mechanics. Constructionist learning environments emphasize the scope for students’ to take control of their own learning, draw their own conclusions, and use their own knowledge in order to construct objects (Harel & Papert, 1991). Students’ manipulations of the simulation and any spoken comments were video-recorded and subsequently coded by an inductive approach. Relationships between students’ SEB and problem solving quality were explored by hierarchical orthogonal partial least squares analysis. The results revealed that different sets of SEB were conducive to different aspects of students’ problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, our results suggest that there might not be a universal relationship between the degree of theoretical sophistication of students’ SEB and quality of learning outcomes. The relationship can only be understood in terms of the actions they induce, and the results of these actions. It is therefore of great importance to further explore the productiveness of SEB in different types of learning situations.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-139575 (URN)
Conference
7th International Biennial Conference of EARLI SIG 16 Metacognition. August 23-26, 2016
Projects
DOLIS
Funder
Swedish Research Council, 721-2013-2180
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5251-0374

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