Effects of an Extracurricular Science Intervention on Elementary School Children's Epistemic Beliefs: A Randomized Controlled Trial

Autor/inn/en	Schiefer, Julia; Golle, Jessika; Tibus, Maike; Herbein, Evelin; Gindele, Verena; Trautwein, Ulrich; Oschatz, Kerstin
Titel	Effects of an Extracurricular Science Intervention on Elementary School Children's Epistemic Beliefs: A Randomized Controlled Trial
Quelle	In: British Journal of Educational Psychology, 90 (2020) 2, S.382-402 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schiefer, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12301
Schlagwörter	Extracurricular Activities; Science Activities; Intervention; Elementary School Students; Epistemology; Beliefs; Active Learning; Inquiry; Grade 3; Grade 4; STEM Education; Foreign Countries; Program Effectiveness; Elementary School Science; Germany + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Erkenntnistheorie; Belief; Glaube; Aktives Lernen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; STEM; Ausland; Deutschland
Abstract	Background: Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children. Aims: The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs. Sample: Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south-west Germany. Methods: We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses. Results: The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. Conclusions: The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01