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Searching for Components of Conceptual Ecology That Mediate Development of Epistemological Beliefs in Science

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Abstract

This paper articulates the importance of epistemological beliefs (EBs) and draws a parallel between EBs literature in educational psychology and nature of science (NOS) literature in science education. The paper stresses that EBs in science and NOS ideas have common ground and they can be best improved through explicit-reflective instruction informed by conceptual change theory. The paper concludes that future studies should explore the factors that mediate the development of EBs in science and NOS ideas rather than documenting the changes in students’ and teachers’ EBs in science and NOS ideas after explicit-reflective instruction through pre- and post assessments.

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Acknowledgments

The author thanks Dr. Janelle Bailey and anonymous reviewers for their valuable feedback in improving this study.

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  1. Curriculum and Instruction Department, University of Nevada Las Vegas, Las Vegas, NV, 89154-3005, USA

    Hasan Deniz

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  1. Hasan Deniz
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Deniz, H. Searching for Components of Conceptual Ecology That Mediate Development of Epistemological Beliefs in Science. J Sci Educ Technol 20, 743–749 (2011). https://doi.org/10.1007/s10956-010-9267-y

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