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|Title:||Measuring Sophistication of Epistemic Beliefs Using Rasch Analysis|
|Authors:||Van Strien, Johan|
|Publisher:||International Society of the Learning Sciences|
|Abstract:||Measuring epistemic beliefs is challenging from a conceptual as well as a methodological point of view. Conceptually, it is hard to distinguish between naïve and sophisticated beliefs, and methodologically, common statistical techniques yield inconsistent results. In response to these challenges, a new instrument to measure high school students’ epistemic beliefs was designed and validated. The 55-item instrument contained three scales (absolutism, multiplism, evaluativism), that reflected different stages in epistemic development (Kuhn, 1991; 1999), moving from naïve to sophisticated beliefs. Rasch analysis was used to analyze the data. The analysis confirmed the existence of the three scales with moderate reliability coefficients.|
|Description:||Van Strien, J. L. H., Bijker, M., Brand-Gruwel, S., & Boshuizen, H. P. A. (2012, July). Measuring sophistication of epistemic beliefs using Rasch analysis. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 2, pp. 197-201). Sydney, NSW, Australia: International Society of the Learning Sciences.|
|Appears in Collections:||1. LC: Publications and Preprints|
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