Science Teachers' Epistemic Cognition: In Situ Measurement and Relationship With Investigative Science Teaching Practices

• In Event: Multimethod Approaches to Understanding STEM Outcomes: The Importance of Scientific Thinking, Motivation, and Engagement

Abstract

Theoretical Framework
Science education in the United States has been suffering. Various reform efforts have been introduced however, with limited success. Epistemic cognition, cognitive processes related to knowledge and knowledge acquisition (Chinn, Rinehart, & Buckland, 2014), could provide important insights into science teachers’ motivation for using research-based investigative teaching practice. Epistemic cognition is a process that consists of (for example) epistemic beliefs, epistemic aims, and teaching practices (Buehl & Fives, 2016). Most research in this area has focused on epistemic beliefs, beliefs about the nature of knowledge and knowing. Epistemic beliefs are multidimensional constructs with four main components: certainty of knowledge, source of knowledge, how knowledge is justified, and the attainability of truth (Hofer, 2000).

Purpose
This study aims to 1) determine how epistemic cognition relates to science teachers’ use of investigative teaching practices, and 2) test a new exploratory tool for assessing teachers’ epistemic cognition in context, or in situ, as Sinatra (2016) recommends.

Methods
The sample consisted of 524 middle and high school science teachers from the United States (see Table 1). Respondents took an online survey that included measures of epistemic beliefs about science (Hofer, 2000), self-reported investigative science teaching practices (Supovitz & Turner, 2000), and newly developed vignettes designed to measure science teachers’ epistemic cognition (e.g., epistemic beliefs, aims, and teaching practices) in context. Participants read two vignettes, one designed to reflect more teacher-centered approaches to teaching (Mr. Rodriguez) and one designed to reflect more student-centered approaches to teaching (Ms. Brown). Teachers responded to each section of the two vignettes indicating whether they agreed, disagreed, or were neutral (see Figure 1). They also answered questions about the overall vignettes. I ran bivariate correlations to begin to explore the relationship between vignette responses and an existing measure of epistemic beliefs. Additionally, I used responses to the individual sections of the vignettes in a structural equation model to predict science teaching practices.

Results
Correlations indicate that participants’ rating of Mr. Rodriguez’s lesson positively correlated with beliefs in the certainty of knowledge, and authorities as the source of knowledge and negatively correlated with investigative teaching practices (see Table 2). Ratings of Ms. Brown’s lessons negatively correlated with certainty of knowledge and authorities as the source of knowledge and positively correlated with investigative teaching practices. Additionally, identifying more with Ms. Brown than Mr. Rodriguez is associated with more frequent use of investigative teaching practices, and less endorsement of certainty of knowledge.
Results of the structural equation model indicate significant relationships between the vignettes and investigative science teaching practices. Mr. Rodriguez’s vignette was associated with less frequent use of investigative science teaching practices (b = -.20, SE = .06); Ms. Brown’s vignette was associated with more frequent use (b = .40, SE = .06).

Significance
The findings from this study indicate that the use of vignettes could be an effective means of measuring teachers’ epistemic cognition. They also provide further support for the promotion of flexible epistemic beliefs as a possible means of motivating teaching towards investigative and student-centered teaching practices.

Author

• Annette Ponnock