Understanding Epistemological Value Judgments of Plausibility Through the Introduction of Falsifiability

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

Scientists rely upon distinct epistemic value judgments (e.g., attitudes about evidence) to critically evaluate and judge theories for plausibility. Current science education reform also calls for students to be critically evaluative when considering scientific explanations. In this study, we used an instructional scaffold—called the model-evidence link (MEL) diagram—to promote students’ ability to critically evaluate scientific explanations and knowledge of scientific topics. This study specifically investigated the relations between high school students’ epistemic value judgement, plausibility, and knowledge while engaging in a MEL activity about the Moon’s formation. The results from structural equation modeling showed significant relations between these constructs.

Authors

• Tyron Keith Young, University of Southern California

• Doug Lombardi, Temple University

• Janelle M. Bailey, Temple University