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Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge

机译：通过自己的视角观察世界–认识论适应性在认识论知识发展中的作用

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Students are exposed to vast amounts of information and knowledge that is rapidly changing. This exposure requires them to be adaptive, that is, to constantly adjust their thinking, behavior, and even their affect to successfully solve information-rich and knowledge-lean problems. Considering these developments, the purpose of the present study is twofold: First, it is aimed at exploring the link between students’ beliefs about their adaptability in an ever-changing world and their beliefs about the changing nature of scientific knowledge, thus linking two educationally relevant belief systems. Second, this study further explores validity issues related to the well-established and commonly used “Epistemological Beliefs about the Development of Scientific Knowledge (EBDE)” scale. Performing structural equation modeling on a large-scale data set of 1,662 Norwegian tenth-grade students, we estimated the correlations among different aspects of adaptability (i.e., cognitive-behavioral and affective-emotional adaptability) and EBDE. Moving beyond these correlations, we tested whether students’ perceived adaptability had an impact on the functioning of EBDE items by means of moderated factor analysis. Our analyses revealed that adaptability was associated with sophisticated EBDE in science, and the EB scale functioned differently with respect to different adaptability scores. The results of this study indicate that students perceive the development of scientific knowledge through the lenses of their own adaptability. Furthermore, the differential functioning of the EBDE scale challenges its validity.
机译：学生会接触到大量瞬息万变的信息和知识。这种接触要求他们具有适应性，即不断调整其思维，行为甚至影响，以成功解决信息丰富和知识贫乏的问题。考虑到这些发展，本研究的目的是双重的：首先，其目的是探索学生关于他们在瞬息万变的世界中的适应性的信念与他们关于科学知识的不断变化的信念之间的联系，从而将两个教育联系起来。相关的信仰体系。其次，本研究进一步探讨了与公认的和普遍使用的“关于科学知识发展的认识论信念（EBDE）”量表有关的有效性问题。我们对1,662名挪威10年级学生的大规模数据集进行了结构方程建模，我们估计了适应性（即认知行为和情感情绪适应性）与EBDE各个方面之间的相关性。除了这些相关性之外，我们还通过适度因素分析测试了学生的感知适应性是否对EBDE项目的功能产生了影响。我们的分析表明，适应性与科学中复杂的EBDE相关，并且针对不同的适应性评分，EB量表的功能也有所不同。这项研究的结果表明，学生们通过自己的适应性来感知科学知识的发展。此外，EBDE量表的不同功能对其有效性提出了挑战。

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