Dissertation
ASSESSING STUDENT VIEWS OF SCIENCE: UNDERSTANDING THE RELATIONSHIP BETWEEN EPISTEMIC BELIEFS AND SCIENCE LEARNING
Washington State University
Doctor of Philosophy (PhD), Washington State University
01/2021
DOI:
https://doi.org/10.7273/000001871
Handle:
https://hdl.handle.net/2376/120719
Abstract
Recent reform documents in science education emphasize the importance of scientific practices in addition to disciplinary content. Moreover, this includes understanding the origins of scientific knowledge. Understanding how scientific knowledge develops is critical for citizens as we encounter scientific ideas in the news every day. Despite the importance of understanding the evolution of scientific knowledge, we still do not understand how to assess understanding of these ideas nor do we fully understand the strength of the relationship between these epistemologies and student learning. The articles herein further our understanding of the strength of evidence that exists for the relationship between science epistemologies and student learning. First, I examined the strength of evidence supporting the relationship between science epistemologies and student learning. Based on these studies, it was clear that field is still seeking clarity on how to define epistemic views as multiple frameworks are offered and the field is moving toward new forms of measurement beyond self-report. The second study involved systematically collecting evidence supporting the validity of a performance-based assessment’s ability to measure one’s science epistemologies. Results from the second study indicated evidence from four inferences types based upon Kane’s framework of validity. Third, we collected data from the measurement tool developed in study two in order to understand how epistemic views can predict student learning outcomes. In this study, it was clear that epistemic views may predict student learning in argumentative writing tasks, but epistemic views may be overshadowed when students do not have necessary content understanding to complete assessment tasks such as argumentative writing and quizzes.
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Details
- Title
- ASSESSING STUDENT VIEWS OF SCIENCE: UNDERSTANDING THE RELATIONSHIP BETWEEN EPISTEMIC BELIEFS AND SCIENCE LEARNING
- Creators
- Larry Collins
- Contributors
- Andy R Cavagnetto (Advisor)Chad M Gotch (Committee Member)Paul A Verrell (Committee Member)Erika G Offerdahl (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Biological Sciences, School of
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 149
- Identifiers
- 99900606554901842
- Language
- English
- Resource Type
- Dissertation