Michelle van Diën - 413154
Problem 2 – Knowing about knowing
Part 1 – The nature of knowledge
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to
epistemological beliefs and academic motivation and achievement in science. Contemporary
Educational Psychology, 35(1), 75–87. doi:10.1016/j.cedpsych.2009.10.003
Introduction
‘‘Theories” about the nature of ability:
● Entity view. Abilities are characteristics or traits that a person possesses to varying degrees and
these abilities are a relatively static entity.
● Incremental view. Abilities are an increasable and controllable quality.
Defining epistemological beliefs
Epistemological beliefs: people’s beliefs about the nature of knowledge and knowing. Core
components:
1. Beliefs about the certainty of knowledge: the degree to which one sees knowledge as fixed or fluid.
Naïve view: absolute truth exists with certainty. Sophisticated view: knowledge is more tentative and
is constantly evolving.
2. Beliefs about the simplicity of knowledge: the degree to which one sees knowledge as either
concrete, knowable, and isolated facts (naïve view), or as relative, contextual, and interrelated
concepts (sophisticated view).
3. Beliefs about the source of knowledge: the belief that knowledge either originates from outside of
the self and within external authorities (naïve view), or that knowledge is actively constructed from
one’s personal experiences (sophisticated view) such that the individual becomes the maker of
meaning rather than just the receiver of meaning.
4. Beliefs about the justification of knowing: how individuals evaluate knowledge claims, make use of
evidence to justify what they believe, and what they believe about the role of authority and expertise
in making knowledge claims. Students mature in their abilities to evaluate evidence and justify what
they believe; they progress from a more naïve stage whereby knowledge is justified by acclimating to
the views of authority figures, to more sophisticated beliefs whereby knowledge is justified be
reasoning and by thoughtful use of expert opinions.
Epistemological beliefs are multidimensional (^), and domain specific. Present study
conceptualizes epistemological beliefs in the context of science instruction. Four core dimensions
categorized under two broader areas that represent the core of the construct: The nature of knowing
(3+4) and the nature of knowledge (1+2).
Peripheral constructs may be related to the four core dimensions.
Research questions
1. What are the associations of implicit theories of ability and epistemological beliefs and their
effects on the academic motivation and achievement of Grade 6 science students? Motivation
constructs: science self-efficacy, self-efficacy for self-regulation, and achievement goal orientations.
2. How do implicit theories of science ability, epistemological beliefs about the nature of science, and
other variables noted differ as a function of gender and race/ethnicity?
Methodology
Participants: 508 Grade 6 science students attending a middle school in the Southeast. Middle school
begins in Grade 6.
Variables in the study
Academic achievement: midterm (previous achievement) and end-of-term (achievement) grades.
Problem 2 – Knowing about knowing
Part 1 – The nature of knowledge
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to
epistemological beliefs and academic motivation and achievement in science. Contemporary
Educational Psychology, 35(1), 75–87. doi:10.1016/j.cedpsych.2009.10.003
Introduction
‘‘Theories” about the nature of ability:
● Entity view. Abilities are characteristics or traits that a person possesses to varying degrees and
these abilities are a relatively static entity.
● Incremental view. Abilities are an increasable and controllable quality.
Defining epistemological beliefs
Epistemological beliefs: people’s beliefs about the nature of knowledge and knowing. Core
components:
1. Beliefs about the certainty of knowledge: the degree to which one sees knowledge as fixed or fluid.
Naïve view: absolute truth exists with certainty. Sophisticated view: knowledge is more tentative and
is constantly evolving.
2. Beliefs about the simplicity of knowledge: the degree to which one sees knowledge as either
concrete, knowable, and isolated facts (naïve view), or as relative, contextual, and interrelated
concepts (sophisticated view).
3. Beliefs about the source of knowledge: the belief that knowledge either originates from outside of
the self and within external authorities (naïve view), or that knowledge is actively constructed from
one’s personal experiences (sophisticated view) such that the individual becomes the maker of
meaning rather than just the receiver of meaning.
4. Beliefs about the justification of knowing: how individuals evaluate knowledge claims, make use of
evidence to justify what they believe, and what they believe about the role of authority and expertise
in making knowledge claims. Students mature in their abilities to evaluate evidence and justify what
they believe; they progress from a more naïve stage whereby knowledge is justified by acclimating to
the views of authority figures, to more sophisticated beliefs whereby knowledge is justified be
reasoning and by thoughtful use of expert opinions.
Epistemological beliefs are multidimensional (^), and domain specific. Present study
conceptualizes epistemological beliefs in the context of science instruction. Four core dimensions
categorized under two broader areas that represent the core of the construct: The nature of knowing
(3+4) and the nature of knowledge (1+2).
Peripheral constructs may be related to the four core dimensions.
Research questions
1. What are the associations of implicit theories of ability and epistemological beliefs and their
effects on the academic motivation and achievement of Grade 6 science students? Motivation
constructs: science self-efficacy, self-efficacy for self-regulation, and achievement goal orientations.
2. How do implicit theories of science ability, epistemological beliefs about the nature of science, and
other variables noted differ as a function of gender and race/ethnicity?
Methodology
Participants: 508 Grade 6 science students attending a middle school in the Southeast. Middle school
begins in Grade 6.
Variables in the study
Academic achievement: midterm (previous achievement) and end-of-term (achievement) grades.
