The Relationship Between Problem-Based Learning, Epistemic Beliefs, and Argumentation in Middle School Science

• In Event: 66.070 - Problem-Based Education SIG Full Paper Session

Abstract

We investigate the influence of engaging in a PBL unit on middle school students' epistemic beliefs, variation thereof among student subgroups, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups relate. Data sources include State Achievement Test scores, epistemic beliefs pre and posttests, videotaped observations, and interviews. Engaging in PBL led to a statistically significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems - small groups, discussions with the teacher, and within the greater community.

Authors

• Brian R. Belland, Utah State University

• Jiangyue Gu, Utah State University

• Nam Ju Kim, University of Miami

• D. Jaden Turner, Utah State University

• D. Mark Weiss, Utah State University