Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention
In this study, we exploratively investigate the relation between students’ epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-10-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1178129/full |
| _version_ | 1797655148601802752 |
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| author | Eric Klopp Theresa Krause-Wichmann Robin Stark |
| author_facet | Eric Klopp Theresa Krause-Wichmann Robin Stark |
| author_sort | Eric Klopp |
| collection | DOAJ |
| description | In this study, we exploratively investigate the relation between students’ epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills. Using a latent profile transition analysis and a sample with N = 108 students, we explore which profiles of epistemological beliefs, declarative knowledge about explanations, and explanation skills empirically emerge before and after an intervention that aimed and fostering students’ skills to construct scientific explanations. Before the intervention, two profiles emerged that differed in epistemological beliefs and explanation skills, but both did not in declarative knowledge about explanation. The intervention, in general, yielded a gain in declarative knowledge about explanations and explanation skills. After the intervention, again, two profiles emerged. However, these profiles did not differ in their epistemological beliefs but only in declarative knowledge about explanations and explanation skills. Thus, the intervention seems to level out the effects of epistemological beliefs. Additionally, the pattern of change in epistemological beliefs is consistent with theoretical expectations about which epistemological beliefs are beneficial for explanations. We discuss the results and their implications, as well as their limitations. Finally, we provide an outlook of using the person-oriented approach and this study’s type of intervention in the research on changing epistemological beliefs. |
| first_indexed | 2024-03-11T17:09:57Z |
| format | Article |
| id | doaj.art-083d81521bda4fa1a0db3579e532de67 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-11T17:09:57Z |
| publishDate | 2023-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-083d81521bda4fa1a0db3579e532de672023-10-20T06:29:16ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-10-011410.3389/fpsyg.2023.11781291178129Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an interventionEric KloppTheresa Krause-WichmannRobin StarkIn this study, we exploratively investigate the relation between students’ epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills. Using a latent profile transition analysis and a sample with N = 108 students, we explore which profiles of epistemological beliefs, declarative knowledge about explanations, and explanation skills empirically emerge before and after an intervention that aimed and fostering students’ skills to construct scientific explanations. Before the intervention, two profiles emerged that differed in epistemological beliefs and explanation skills, but both did not in declarative knowledge about explanation. The intervention, in general, yielded a gain in declarative knowledge about explanations and explanation skills. After the intervention, again, two profiles emerged. However, these profiles did not differ in their epistemological beliefs but only in declarative knowledge about explanations and explanation skills. Thus, the intervention seems to level out the effects of epistemological beliefs. Additionally, the pattern of change in epistemological beliefs is consistent with theoretical expectations about which epistemological beliefs are beneficial for explanations. We discuss the results and their implications, as well as their limitations. Finally, we provide an outlook of using the person-oriented approach and this study’s type of intervention in the research on changing epistemological beliefs.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1178129/fullepistemological beliefsscientific explanationsinterventionepistemological belief changelatent profile transition analysis |
| spellingShingle | Eric Klopp Theresa Krause-Wichmann Robin Stark Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention Frontiers in Psychology epistemological beliefs scientific explanations intervention epistemological belief change latent profile transition analysis |
| title | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention |
| title_full | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention |
| title_fullStr | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention |
| title_full_unstemmed | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention |
| title_short | Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention |
| title_sort | profiles of epistemological beliefs knowledge about explanation norms and explanation skills changes after an intervention |
| topic | epistemological beliefs scientific explanations intervention epistemological belief change latent profile transition analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1178129/full |
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