Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue

• Fang-Ying Yang ^[1] ; Kaushal Kumar Bhagat ^[3] ; Christian Brandmo ^[2] ; Wan-Yue Zhan ^[1] ; Ivar Bråten ^[2]
  1. [1] National Taiwan Normal University

     National Taiwan Normal University

     Taiwán

     
  2. [2] University of Oslo

     University of Oslo

     Noruega

     
  3. [3] Indian Institute of Technology, Kharagpur

  Mostrar afiliaciones +
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-024-00922-6
• Enlaces
  • Texto completo
• Resumen

  • In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-based authority being a negative predictor and beliefs in justification by research-based authority being a positive predictor of students’ evidence- and knowledge-based reasoning, and with beliefs in personal justification being a negative predictor of students’ consideration of counterarguments. These beliefs about justification for knowing in science were, in turn, predicted by students’ beliefs about the certainty and development of scientific knowledge. The discussion highlights the multileveled and multidimensional view of epistemic beliefs that follows from our investigation, as well as the role of such beliefs in students’ argumentative reasoning.

• Referencias bibliográficas
  • Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation...
  • Antink-Meyer, A., & Brown, R. A. (2019). Nature of engineering knowledge – An articulation for science learnings with nature of science...
  • Barzilai, S., & Chinn, C. A. (2018). On the goals of epistemic education: Promoting apt epistemic performance. Journal of the Learning...
  • Barzilai, S., & Chinn, C. A. (2024). The AIR and Apt-AIR frameworks of epistemic performance and growth: Reflections on educational theory...
  • Baze, C., Gonzalez-Howard, M., Sampson, V., Fenech, M., Crawford, R., Hutner, T., Chu, L., & Hamilton, X. (2023). Understanding student...
  • Belland, B. R., Gu, J., Armbrust, S., & Cook, B. (2015). Scaffolding argumentation about water quality: A mixed method study in a rural...
  • Berndt, M., Schmidt, F. M., Saller, M., Fischer, F., Fischer, M. R., & Zottmann. (2021). Investigating statistical literacy and scientific...
  • Brandmo, C., & Bråten, I. (2018). Investigating relations between beliefs about justification for knowing, interest, and knowledge across...
  • Bråten, I., Brandmo, C., Ferguson, L. E., & Strømsø, H. I. (2022). Epistemic justification in multiple document literacy: A refutation...
  • Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository...
  • Bråten, I., & Ferguson, L. E. (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement....
  • Bråten, I., Ferguson, L. E., Anmarkrud, Ø., Strømsø, H. I., & Brandmo, C. (2014a). Modeling relations between students’ justification...
  • Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European...
  • Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2014b). Students working with multiple conflicting documents on a scientific...
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford.
  • Cheng, C.-H., Bråten, I., Yang, F.-Y., & Brandmo, C. (2021). Investigating structural relationships among beliefs about knowledge, justification...
  • Cheng, C.-H., & Yang, F.-Y. (2022). Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding...
  • Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020). Disagreeing about how to know: The instructioal value of explorations into knowing....
  • Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy...
  • Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition and evaluating information: Applying the AIR model of epistemic...
  • Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students....
  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research...
  • Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education,...
  • el Majidi, A., Jassen, D., & de Graaff, R. (2021). The effects of in-class debates on argumentation skills in second language education....
  • Elby, A., Macrander, C., & Hammer, D. (2016). Epistemic cognition in science. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.),...
  • Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern...
  • Faize, F. A., Husain, W., & Nisar, F. (2018). A critical review of scientific argumentation in science education. Eurasia Journal of Mathematics,...
  • Fang, S. C., Hsu, Y. S., & Lin, S. S. (2019). Conceptualizing socioscientific decision making from a review of research in science education....
  • Ferguson, L. E., Bråten, I., & Strømsø, H. I. (2012). Epistemic cognition when students read multiple documents containing conflicting...
  • Ferguson, L. E., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple...
  • Franco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., & Sampasivam, L. (2012). Examining the influences of epistemic beliefs and knowledge...
  • Ghazal, I., Boujaoude, S., & Hokayem, H. (2023). Grade 8 Lebanese students’ reasoning and decision making about scientific versus socio-scientific...
  • Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological...
  • Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic...
  • Greene, J. A., Sandoval, W. A., & Bråten, I. (Eds.) (2016). Handbook of epistemic cognition. Routledge.
  • Greene, J. A., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and...
  • Hofer, B. K. (2016). Epistemic cognition as a psychological construct. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of...
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation...
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new...
  • Keith, W., & Beard, D. (2008). Toulmin’s rhetorical logic: What’s the warrant for warrants? Philosophy & Rhetoric, 41(1), 22–50. https://www.jstor.org/stable/25655298
  • Kendeou, P., Braasch, J. L. G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition....
  • Kendeou, P., Muis, K. R., & Fulton, S. (2011). Reader and text factors in reading comprehension processes. Journal of Research in Reading,...
  • Keppler, F., Hamilton, J. T. G., Braß, M., & Rockmann, T. (2006). Methane emissions from terrestrial plants under aerobic conditions....
  • King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood....
  • Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition. Human Development, 26(4), 222–232. https://doi.org/10.1159/000272885
  • Kortland, K. (1996). An STS case study about students’ decision making on the waste issue. Science Education, 80(6), 673–689. 10.1002/(SICI)1098-237X(199611)80:6%3C673::AID-SCE3%3E3.0.CO;2-G.
  • Kuhn, D. (1991). The skill of argument. Cambridge University Press.
  • Liber, L. S., Ibraj, K., Gnann, I. C., & Graulich, N. (2022). Students’ individual needs matter: A training to adaptively address students’...
  • Liu, S. Y., Lin, C. S., & Tsai, C. C. (2011). College students’ scientific epistemological views and thinking patterns in socioscientific...
  • Liu, S., & Roehrig, G. (2019). Exploring science teachers’ argumentation and personal epistemology about global climate change. Research...
  • Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values...
  • Martín-Gámez, C., & Erduran, S. (2018). Understanding argumentation about socio-scientific issues on energy: A quantitative study with...
  • Mason, L., Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online...
  • Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42(3), 173–190. https://doi.org/10.1080/00461520701416306
  • Muthén, L. K., & Muthén, B. (2017). Mplus user’s guide Version 8.5. Muthén & Muthén.
  • NGSS Lead States (2013). Next generation science standards: For states, by states. The National Academies Press.
  • Nussbaum, E. M. (2021). Critical integrative argumentation: Toward complexity in students’ thinking. Educational Psychologist, 56(1), 1–17....
  • OECD (2018). The future of education and skills. Education 2030: The future we want. OECD. https://www.oecd.org/education/2030/learning-framework-2030.htm/
  • OECD (2023). PISA 2025 science framework (second draft). OECD. https://pisa-framework.oecd.org/science-2025/assets/docs/PISA_2025_Science_Framework.pdf
  • Osborne, J., Erdugan, S., & Simon, S. (2004). Enhancing the quality of argumentation in science classrooms. Journal of Research in Science...
  • Ozturk, N., & Yilmaz-Tuzun, O. (2017). Preservice science teachers’ epistemological beliefs and informal reasoning regarding socioscientific...
  • Perry, J. L., Nicholls, A. R., Clough, P. J., & Crust, L. (2015). Assessing model fit: Caveats and recommendations for confirmatory factor...
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning,...
  • Rapanta, C., & Felton, M. K. (2021). Learning to argue through dialogue: A review of instructional approaches. Educational Psychology...
  • Sandoval, W. A., Enyedy, N., Redman, E. H., & Xiao, S. (2019). Organizing a culture of argumentation in elementary science. International...
  • Sandoval, W. A., Greene, J. A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future...
  • Sarukkai, S. (2014). Indian experiences with science: Considerations for history, pilosophy, and science education. In M. R. Matthews (Ed.),...
  • Shermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and...
  • Spiro, R. J., Klautke, H., & Johnson, A. K. (2015). How certain kinds of reading to learn on the Web are totally different from what we...
  • Suh, J. K., Hwang, J., Park, S., & Hand, B. (2022). Epistemic orientation toward teaching science for knowledge generation: Conceptualization...
  • Toulmin, S. (1958). The uses of argument. Cambridge University Press.
  • Trevors, G. J., Kendeou, P., Bråten, I., & Braasch, J. L. G. (2017). Adolescents’ epistemic profiles in the service of knowledge revision....
  • Yang, F.-Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective—An eye movement...
  • Yang, F.-Y., Bhagat, K. K., & Cheng, C.-H. (2019). Associations of epistemic beliefs in science and scientific reasoning in university...
  • Yang, F.-Y., & Tsai, C.-C. (2010). An epistemic framework for scientific reasoning in informal contexts. In L. D. Bendixen & F. C....
  • Yen, M. H., & Wu, Y. T. (2017). The role of university students’ informal reasoning ability and disposition in their engagement and outcomes...
  • Zeidler, D. L. (1997). The central role of fallacious thinking in science education. Science Education, 81(4), 483–496. https://doi.org/10.1002/(SICI)1098-237X(199707)81:4%3c483::AID-SCE7%3e3.0.CO;2-8
  • Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing reflective judgment through socioscientific issues....