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Students’ epistemic beliefs in Sweden and Germany: Correlations with classroom characteristics
Leibniz Institute for Science and Mathematics Education (IPN), Germany.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-1535-873X
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-5251-0374
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

Place, publisher, year, edition, pages
2017. p. 678-678
Keywords [en]
Attitudes and beliefs, Developmental processes, Science education, Teaching / instruction
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-139572OAI: oai:DiVA.org:umu-139572DiVA, id: diva2:1142264
Conference
17th Biennal EARLI Conference, Tampere, Finland, 27 August - 2 September, 2017
Projects
DOLIS
Funder
Swedish Research Council, 721-2013-2180Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-20Bibliographically approved

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Winberg, MikaelLindfors, Maria

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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