Understanding children's epistemic beliefs in elementary education

Abstract

Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to 'draw, write and tell' about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of 'draw, write and tell' allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research.Keywords: children's epistemic beliefs; children's personal epistemology; measurement of epistemic beliefs; draw and write methods The purpose of this pilot project was to investigate the nature of children's epistemic beliefs and new ways of measuring children's epistemic beliefs. There is a large body of research spanning the last four decades that investigates the beliefs individuals hold about knowledge and knowing (epistemic beliefs), and the influence of these beliefs on learning approaches and outcomes. However, research and research methodologies in this field have focused predominantly on adulthood and adolescence. Very little is known about children's epistemic beliefs. In this study, Grade 4 and Grade 6 Australian children in two elementary classrooms were asked to draw, write and talk about their epistemic beliefs in the context of classroom learning. We found that the combined use of drawings, written statements and interviews provided a more nuanced understanding of epistemic beliefs than drawings and written statements alone. The methodology used in this study has implications for further research related to children's epistemic beliefs.

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

“…The accompanying explanations for their choice provide an in-depth understanding of their epistemological beliefs. Thus, the concept cartoon method is more advantageous for identifying the epistemological beliefs of primary or middle school students when compared to other commonly utilized scales (Brownlee, Curtis, Spooner-Lane, & Feucht, 2017).…”

“…According to Brownlee, Curtis, Spooner-Lane, & Feucht (2017), very little is known about what children believe regarding knowledge and knowing. Furthermore, it is difficult to successfully measure children's epistemological beliefs because the scales commonly used to assess teenagers' and adults' epistemological beliefs can be open to misunderstandings and misinterpretations when used with children (Brownlee, Curtis, Spooner-Lane, & Feucht, 2017). Owing to the difficulty of identifying young children's epistemological beliefs, researchers in Turkey tend to focus mostly on prospective teachers' epistemological beliefs (e.g., Deniz, 2014;Meral & Çolak, 2009;Tanriverdi, 2012).…”

“…As for interviews, there are very few studies that have utilized interviews to identify middle school students' epistemological beliefs (Duran & Mıhladız, 2014;Feucht, 2017;Yang & Tsai, 2010). Some studies claim that more interactive techniques such as draw-write-explain are more effective in revealing middle school students' epistemological beliefs (Brownlee, Curtis, Spooner-Lane, & Feucht, 2017;Üztemur & Dinç, 2018). Hence, in the present study, concept cartoons, with child-friendly drawings reflecting opinions related to science in familiar and daily contexts, have a high potential in revealing children's opinions (Atasoy & Ergin, 2017;Chin & Teou, 2009;2010;Keogh & Naylor, 1999;Naylor & Keogh, 2000;Sexton, Gervasoni, & Brandenburg, 2009).…”

Developmental Changes in Epistemological Beliefs in 9-Year-Old Student

“…For example, do they see knowledge as definitive, unchangeable, or fixed, or do they believe that knowledge is not constant and permanent, but can change over time or depending on circumstances, and in fact, relative knowledge? And it is experimental and based on evidence and evidence (Brownlee, 2015). The relationship between people's epistemological beliefs with areas such as learning, emotions, and motivation has been confirmed by research; so far, it seems that the type of people's epistemological beliefs can influence in their learning, attitudes.…”

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

“…It may not be developmentally appropriate to set a standard of gaining evaluativistic reasoning, but rather a multiplistic view that accepts a variety of student responses as acceptable allows nurturing of student's ideas and increases efforts and motivation. A teacher with knowledge of what is possible concerning children's epistemic development (Carpendale & Chandler, 1996;Brownlee, Curtis, Spooner-Lane, & Feucht, 2017) can offer evaluativistic scenarios for questioning once trust and routines have been wellestablished. …”