Students With Sophisticated Epistemological Beliefs About Justification, but not Certainty, of Science Knowledge Revise Hypotheses More Frequently in Authentic Science Inquiry

Abstract

Epistemological beliefs about science (EBAS), or beliefs about the nature of science knowledge, is an essential yet difficult to define aspect of science literacy. Given the challenges with defining EBAS, it is not surprising that existing metrics are criticized for their lack of reliability and validity. One solution is to examine students’ authentic science practices as a proxy for EBAS. Our prior work suggested that practices in Science Classroom Inquiry (SCI) simulations, a computer-based authentic science inquiry experience, are reflective of EBAS. Here we extend our prior work to include an additional practice: hypothesis revision. Students who revised their hypothesis also had more sophisticated epistemological beliefs regarding the lack of a universal scientific method, but not the tentative nature of science knowledge. This study supports the use of practice-based assessments of difficult to measure cognitive constructs such as EBAS and suggests interesting future directions regarding evidence usage and epistemological beliefs about science.