Abstract
Measuring epistemic beliefs is challenging from a conceptual as well as a methodological point of view. Conceptually, it is hard to distinguish between naïve and sophisticated beliefs, and methodologically, common statistical techniques yield inconsistent results. In response to these challenges, a new instrument to measure high school students’ epistemic beliefs was designed and validated. The 55-item instrument contained three scales (absolutism, multiplism, evaluativism), that reflected different stages in epistemic development (Kuhn, 1991; 1999), moving from naïve to sophisticated beliefs. Rasch analysis was used to analyze the data. The analysis confirmed the existence of the three scales with moderate reliability coefficients.
Original language | English |
---|---|
Title of host publication | The Future of Learning |
Subtitle of host publication | Proceedings of the 10th International Conference of the Learning Sciences |
Editors | Jan van Aalst, Kate Thompson, Michael J. Jacobson, Peter Reimann |
Place of Publication | Sydney, NSW, Australia |
Publisher | International Society of the Learning Sciences |
Pages | 197-201 |
Number of pages | 5 |
Volume | 2 |
ISBN (Electronic) | 978-0-578-10704-2 |
Publication status | Published - 1 Jul 2012 |
Keywords
- epistemic beliefs
- Rasch measurement