umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics
Leibniz Institute for Science and Mathematics Education (IPN), Kiel University, Kiel, Germany.
Umeå University, Faculty of Social Sciences, Department of applied educational science. (UmSER)ORCID iD: 0000-0002-5251-0374
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-1535-873X
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. Vol. Published online: 29 Aug 2019
Keywords [en]
Students’ epistemic beliefs, classroom context, cross-country comparison, national cultural differences
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-147664DOI: 10.1080/00313831.2019.1651763Scopus ID: 2-s2.0-85071316130OAI: oai:DiVA.org:umu-147664DiVA, id: diva2:1205387
Note

Originally included in thesis in manuscript form.

Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-09-04
In thesis
1. "Kunskap är vad du vet, och vet du inte kan du alltid googla!": elevers epistemic beliefs i naturvetenskaplig undervisningskontext
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

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Lindfors, MariaWinberg, Mikael

Search in DiVA

By author/editor
Lindfors, MariaWinberg, Mikael
By organisation
Department of applied educational scienceDepartment of Science and Mathematics Education
In the same journal
Scandinavian Journal of Educational Research
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 134 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf