Epistemological beliefs of European physiotherapists – a multi-countrycross-cultural adaptation for the DEBQ and the CAEB questionnaires

[Abstract] This article assumes that epistemological beliefs of physiotherapists are an important determinant in improving the concept of evidence-based practice. Little research has been done on epistemological beliefs in physiotherapy. In order to measure the sophistication of epistemological beliefs in future research, two complementary questionnaires (DEBQ and CAEB) were cross-culturally adapted in nine different countries and seven languages in Europe. A standardized seven-step guideline was used to translate and culturally validate the questionnaires. The questionnaires were distributed in the respective countries, resulting in 1386 participants. The psychometric values were analysed in order to verify consistency and validity. Based on the validation process, the instruments are considered to be validly adapted for the countries involved. The uniformity in the adaptation process allows for future comparison of the countries

Learner Identity and Lifelong Learning: A Mixed Method Study

Learning is on the one side happing every day. On the other side, adult participation in (formal and non-formal) learning is low, especially in Germany and for certain subgroups (e.g., with low educational attainment). It is well known that with the acquisition of knowledge over a lifetime many positive findings are associated. Hence, we propose that measuring learner identity might be a helpful construct for predicting and influencing lifelong learning. However, measurement options for learner identity are sparse. Hence, the present paper tries to adapt and validate a scale to measure learner identity. For that, we first adapted the Dimensions of Identity Development Scale questionnaire (Luyckx et al., 2008). Second, internal construct validity and external construct validity were established. For the latter, as in other studies, self-esteem, depressive symptoms (Luyckx et al., 2008) and openness (Crocetti et al., 2008) were used. Curiosity and epistemological beliefs were assessed as well, because according to the division of cognitive labor, we must gain knowledge from different sources to deal with life’s complexity (Bromme, 2005). Third, Marcia’s identity status (1964) was identified using a clustering approach. The mean age of the 124 participants was 21.90 years (SD = 3.23). Most participants were female (80.6%), and the majority were studying for a teaching post at the bachelor’s level (68.5%). Finally, one student per identity status was interviewed (n = 4) using a topic guide based on Marcia’s (1964) identity status interview. In this way, an explanatory mixed-method design was applied (Creswell & Plano Clark, 2011). Both, the quantitative and the qualitative approach seem fruitful to assess learner identity. Analysis indicated that learner identity is different from epistemological beliefs. Learner identity is highly relevant to how learning situations are approached and how strong the commitment to learning activities and goals is

The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information

Scientific research findings are frequently picked up by the mainstream media, but it is largely unclear which factors have an impact on laypeople's processing of the presented scientific information. In this study, we investigated the influence of cognitive and metacognitive inter-individual differences on recall and on critical evaluation of new scientific information that was presented in a journalistic article. Sixty-three participants (80 % female; mean age 24.1 ± 3.3 years) read a newspaper article reporting research findings on a recently developed and yet unproven treatment for depression. We found that more sophisticated, domain-specific epistemological beliefs and a higher cognitive ability were independently associated with better recall of content from the article. Additionally, participants with more sophisticated epistemological beliefs displayed a more critical evaluation of the article. Cognitive ability was unrelated to critical evaluation and to epistemological beliefs. There were also no interaction effects of cognitive ability and epistemological beliefs on recall or on critical evaluation. Based on our preliminary findings and previous evidence of epistemological beliefs as a modifiable feature, we discuss this inter-individual characteristic as a potential target for the promotion of better understanding of scientific topics by the general public

Awakening the Awareness: Critical Thinking in Vocational Education

The development of critical thinking skills in students is one of the cherished and prominent objectives of education; however, in spite of its acclaimed significance, critical thinking has remained one of the most elusive goals of education systems. Although nurturing and inculcating critical thinking skills have been presumed to be the responsibility of academic education, within recent times the philosophy of education has changed to one that recognizes critical thinking as a viable inclusion in vocational education. The purpose of this research was twofold: (1) to investigate how Vocational Instructors, Administrators and Internal Verifiers of a specific programme in Trinidad and Tobago conceptualize critical thinking in vocational education; and (2) to determine their perceptions of factors that impact the development of critical thinking in the adult students of the programme. By means of a Case Study in the Qualitative paradigm the perspectives of fifteen purposefully selected persons were gained primarily through open-ended and semi-structured interviews. An eclectic blend of various theoretical frameworks was used to interpret the data which revealed that participants equate critical thinking in vocational education to being proactive, evaluation, extrapolation, rigorous questioning, and problem solving. The commonly reported factors impacting the development of critical thinking in adult vocational students were their socio-economic status, educational attainment and levels of reading, attitudes, and their culture/religion. Other factors reported with less frequency were teachers’ instructional style, teachers’ personalities, students’ expectations, classroom climate, design of the curriculum, institutional factors such as time and resource constraints, and students’ physical and mental barriers. This research highlights the need for vocational instructors to: (a) resist the urge to conduct their classes on the archaic principle of teaching as primarily transmitting knowledge; and (b) facilitate the learning process by nurturing the development of critical thinking in vocational education through its various manifestations