Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F22%3A43897736" target="_blank" >RIV/44555601:13430/22:43897736 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cuni.cz/pedagogika/issue/view/196" target="_blank" >https://ojs.cuni.cz/pedagogika/issue/view/196</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2022.2266" target="_blank" >10.14712/23362189.2022.2266</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom

Popis výsledku v původním jazyce

Epistemic beliefs are gaining increasing importance in social science education in Czechia. Recent literature has demonstrated fi ndings linking epistemic beliefs with various academic skills, including achievement and reading comprehension. Th e present study aims to explore the epistemic beliefs of adolescents specifi c to the domain of history. Th e study reviews research literature on ontological changes in students epistemic beliefs and their reasoning within the domain of history since the 1950s, with a particular focus on various models and measurement. Th e empirical part of the study investigates adapted self-report questionnaires on the epistemic beliefs of adolescents in Czech history classes in the upper grades of middle school. In the fi rst step, the selected questionnaireswere back-translated and refi ned by iterative sets of cognitive interviews. Th e fi nalised sets of items were administered in seventh-, eighth-, and ninth-grade classes (N = 303) in May and June 2021. Th e confi rmatory factor analysis and follow-up correlational analysis demonstrated various degreesof support for the dimensions of the Epistemic and Ontological Cognition Questionnaire, for thedimension of Value of Integration Information, and for the dimension of Historical Methodology inGenerating Historical Knowledge. Reading comprehension correlated positively with epistemic beliefdimensions related to epistemic criteria of justifi cation by multiple sources, the value of integrationinformation, and historical methodology. Academic achievement in the form of the end-of-grademarks obtained in the subjects of history and Czech language did not show a consistent relationshipwith the epistemic beliefs. Th e potential practical and research uses of the self-report questionnairesthat were investigated in regular classroom instructions are discussed.

Název v anglickém jazyce

Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom

Popis výsledku anglicky

Epistemic beliefs are gaining increasing importance in social science education in Czechia. Recent literature has demonstrated fi ndings linking epistemic beliefs with various academic skills, including achievement and reading comprehension. Th e present study aims to explore the epistemic beliefs of adolescents specifi c to the domain of history. Th e study reviews research literature on ontological changes in students epistemic beliefs and their reasoning within the domain of history since the 1950s, with a particular focus on various models and measurement. Th e empirical part of the study investigates adapted self-report questionnaires on the epistemic beliefs of adolescents in Czech history classes in the upper grades of middle school. In the fi rst step, the selected questionnaireswere back-translated and refi ned by iterative sets of cognitive interviews. Th e fi nalised sets of items were administered in seventh-, eighth-, and ninth-grade classes (N = 303) in May and June 2021. Th e confi rmatory factor analysis and follow-up correlational analysis demonstrated various degreesof support for the dimensions of the Epistemic and Ontological Cognition Questionnaire, for thedimension of Value of Integration Information, and for the dimension of Historical Methodology inGenerating Historical Knowledge. Reading comprehension correlated positively with epistemic beliefdimensions related to epistemic criteria of justifi cation by multiple sources, the value of integrationinformation, and historical methodology. Academic achievement in the form of the end-of-grademarks obtained in the subjects of history and Czech language did not show a consistent relationshipwith the epistemic beliefs. Th e potential practical and research uses of the self-report questionnairesthat were investigated in regular classroom instructions are discussed.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

2336-2189

Svazek periodika

72

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

36

Strana od-do

455-490

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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