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Physical Review Physics Education Research
written by Keith Johnson and Shannon Willoughby
The reliability and validity of inventories should be verified in multiple ways. Although the epistemological beliefs about the physical science survey (EBAPS) has been deemed to be reliable and valid by the authors, the axes or factor structure proposed by the authors has not been independently checked. Using data from a study sample we discussed in previous publications, we performed exploratory factor analysis on 1,258 post-test EBAPS surveys. The students in the sample were from an introductory Astronomy course at a mid-sized western university. Inspection suggested the use of either a three-factor model or a five-factor model. Each of the factors is interpreted and discussed, and the factors are compared to the axes proposed by the authors of the EBAPS. We find that the five-factor model extrapolated from our data partially overlaps with the model put forth by the authors of the EBAPS, and that many of the questions did not load onto any factors.
Physical Review Physics Education Research: Volume 14, Issue 1, Pages 010135
Subjects Levels Resource Types
Astronomy
- Astronomy Education
Education - Basic Research
- Assessment
= Instruments
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Ability
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
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License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.14.010135
Keywords:
EBAPS validation, Epistemological Beliefs Assessment for Physical Sciences, epistemology, metacognition, nature of science
Record Creator:
Metadata instance created December 31, 2018 by Lyle Barbato
Record Updated:
May 27, 2022 by Caroline Hall
Last Update
when Cataloged:
June 7, 2018
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Record Link
AIP Format
K. Johnson and S. Willoughby, , Phys. Rev. Phys. Educ. Res. 14 (1), 010135 (2018), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.14.010135).
AJP/PRST-PER
K. Johnson and S. Willoughby, Epistemic belief structures within introductory astronomy, Phys. Rev. Phys. Educ. Res. 14 (1), 010135 (2018), <https://doi.org/10.1103/PhysRevPhysEducRes.14.010135>.
APA Format
Johnson, K., & Willoughby, S. (2018, June 7). Epistemic belief structures within introductory astronomy. Phys. Rev. Phys. Educ. Res., 14(1), 010135. Retrieved April 18, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.14.010135
Chicago Format
Johnson, Keith, and Shannon Willoughby. "Epistemic belief structures within introductory astronomy." Phys. Rev. Phys. Educ. Res. 14, no. 1, (June 7, 2018): 010135, https://doi.org/10.1103/PhysRevPhysEducRes.14.010135 (accessed 18 April 2024).
MLA Format
Johnson, Keith, and Shannon Willoughby. "Epistemic belief structures within introductory astronomy." Phys. Rev. Phys. Educ. Res. 14.1 (2018): 010135. 18 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.14.010135>.
BibTeX Export Format
@article{ Author = "Keith Johnson and Shannon Willoughby", Title = {Epistemic belief structures within introductory astronomy}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {14}, Number = {1}, Pages = {010135}, Month = {June}, Year = {2018} }
Refer Export Format

%A Keith Johnson %A Shannon Willoughby %T Epistemic belief structures within introductory astronomy %J Phys. Rev. Phys. Educ. Res. %V 14 %N 1 %D June 7, 2018 %P 010135 %U https://doi.org/10.1103/PhysRevPhysEducRes.14.010135 %O application/pdf

EndNote Export Format

%0 Journal Article %A Johnson, Keith %A Willoughby, Shannon %D June 7, 2018 %T Epistemic belief structures within introductory astronomy %J Phys. Rev. Phys. Educ. Res. %V 14 %N 1 %P 010135 %8 June 7, 2018 %U https://doi.org/10.1103/PhysRevPhysEducRes.14.010135


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Epistemic belief structures within introductory astronomy:

Is Referenced By Impact of Bayesian updating activities on student epistemologies

A link to a research study by Aaron Warren, published two years later, which introduced Bayesian updating (dynamic data analysis) as a tool to promote students' adoption of scientific reasoning in building and defending hypotheses. Results were also measured using the EBAPS survey.

relation by Caroline Hall

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