Lee Silvia Wen-Yu, Wu Hsin-Kai, Chang Hsin-Yi
Graduate Institute of Information and Computer Education, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Taipei, 106 Taiwan, ROC.
Graduate Institute of Science Education, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Taipei, 106 Taiwan, ROC.
Instr Sci. 2021;49(2):223-248. doi: 10.1007/s11251-021-09534-9. Epub 2021 Feb 24.
The aim of the study was to investigate students' views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the students' grade levels. A total of 188 secondary school students were surveyed. Students answered two sets of model evaluation questions based on two scientific contexts. After reading the information about the two models, the students had to choose from three epistemic assumptions and then provide written justifications explaining their choice of assumptions. Quantitative and qualitative analyses were conducted for the multiple-choice questions and the written responses. In both contexts there were higher percentages of 11th-grade students choosing the evaluatist assumptions than the eighth-grade students. For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as . Different contexts of the questions evoked different views of model evaluation particularly regarding the . Four additional categories of epistemic levels also emerged from the data. This study provides a new framework for understanding students' thinking about model evaluation. Implications and suggestions for future research are provided.
本研究的目的是从个人认识论的角度调查学生对模型评估的看法。我们通过将一个发展框架（包括绝对主义、多元主义和评价主义）与一个多维框架（包括认识的局限性、认识的确定性和认识的标准）相结合，开发了一个综合分析框架。此外，我们还研究了问题情境和学生年级水平的潜在影响。总共对188名中学生进行了调查。学生们根据两个科学情境回答了两组模型评估问题。在阅读了关于两个模型的信息后，学生们必须从三个认知假设中进行选择，然后提供书面理由来解释他们对假设的选择。对多项选择题和书面回答进行了定量和定性分析。在两种情境中，选择评价主义假设的11年级学生的比例都高于8年级学生。对于选择多元主义和评价主义假设的学生，11年级学生比8年级学生更有可能从实用和证据标准的角度进行思考。问题的不同情境引发了对模型评估的不同看法，特别是关于……从数据中还出现了另外四类认知水平。本研究为理解学生对模型评估的思考提供了一个新框架。并为未来研究提供了启示和建议。
