High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
An Assessment-Related Study
Bibliographic Data
| ID | 22048807 |
|---|---|
| Authors | Eija Yli‐Panula (0000-0001-8774-6566, University of Turku, corresponding author), Eero Laakkonen (0009-0000-6763-5877, University of Turku), Marja Vauras (0000-0002-0043-9975, University of Turku) |
| Year | 2021 |
| Volume | 11 |
| Issue | 8 |
| Pages | 440 |
| Publication date | 2021-08-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11080440 |
| OpenAlex | W3194537086 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interest in science subjects. Principal component analysis (PCA) showed that the statistical model, originally based on 49 questions, was congruent with the Norwegian four-factor model (Certification, Source, Justification and Simplicity). However, according to the reliability analysis and confirmatory factor analysis (CFA), the performance of the Simplicity factor was unclear. In CFA, the three-factor structure (without Simplicity) was supported. The effects of topic knowledge, topic interest and gender on the TSEBQ factors were examined by using hierarchical regression analysis (HRA). The TSEBQ was shown to be a reliable tool for measuring the topic-specific epistemic beliefs of Finnish students. More specifically, the results support the claim that topic-specific epistemic beliefs can be educationally and culturally bound. HRA showed that students’ topic knowledge in chemistry and biology was related to certainty of knowledge and justification for knowing. Moreover, female students performed significantly better in topic knowledge and more often planned to pursue a science career in the future
Certainty · Confirmatory factor analysis · Epistemology · Mathematics education · Multilevel model · Norwegian · Science education · Simplicity · Structural equation modeling · Climate Change Communication and Perception · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
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The Four-Phase Model of Interest Development
The development of scientific thinking skills in elementary and middle school
Personal epistemology across cultures
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Climate of scepticism
Uncertain climate
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| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |