Data_Sheet_1_Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge.DOCX

<p>Students are exposed to vast amounts of information and knowledge that is rapidly changing. This exposure requires them to be adaptive, that is, to constantly adjust their thinking, behavior, and even their affect to successfully solve information-rich and knowledge-lean problems. Considering these developments, the purpose of the present study is twofold: First, it is aimed at exploring the link between students’ beliefs about their adaptability in an ever-changing world and their beliefs about the changing nature of scientific knowledge, thus linking two educationally relevant belief systems. Second, this study further explores validity issues related to the well-established and commonly used “Epistemological Beliefs about the Development of Scientific Knowledge (EBDE)” scale. Performing structural equation modeling on a large-scale data set of 1,662 Norwegian tenth-grade students, we estimated the correlations among different aspects of adaptability (i.e., cognitive-behavioral and affective-emotional adaptability) and EBDE. Moving beyond these correlations, we tested whether students’ perceived adaptability had an impact on the functioning of EBDE items by means of moderated factor analysis. Our analyses revealed that adaptability was associated with sophisticated EBDE in science, and the EB scale functioned differently with respect to different adaptability scores. The results of this study indicate that students perceive the development of scientific knowledge through the lenses of their own adaptability. Furthermore, the differential functioning of the EBDE scale challenges its validity.</p

A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA

A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.</p

Measurement Models of the CFA and ESEM Approaches.

<p><i>Note</i>. CM = Self-efficacy in classroom management, IN = Self-efficacy in instruction, SE = Self-efficacy in student engagement. Dashed lines indicate cross-loadings.</p

Correlations among the three Factors of the TSES measure and External Constructs (Years of Work experience and Job Satisfaction) for CFA and ESEM.

<p>Correlations among the three Factors of the TSES measure and External Constructs (Years of Work experience and Job Satisfaction) for CFA and ESEM.</p

Correlations among the three Factors of Teachers’ Sense of Self-Efficacy for CFA and ESEM.

<p>Correlations among the three Factors of Teachers’ Sense of Self-Efficacy for CFA and ESEM.</p

Standardized Factor Loadings, Factor Correlations, and Fit Indices of the CFA and ESEM Approaches for the Total TALIS 2013 Sample.

<p>Standardized Factor Loadings, Factor Correlations, and Fit Indices of the CFA and ESEM Approaches for the Total TALIS 2013 Sample.</p

Fit Indices and Comparisons of CFA Invariance Models (32-countries group and country clusters).

<p>Fit Indices and Comparisons of CFA Invariance Models (32-countries group and country clusters).</p

Fit Indices and Comparisons of CFA and ESEM Models for Each Country.

<p>Fit Indices and Comparisons of CFA and ESEM Models for Each Country.</p

Descriptive Sample Statistics and Scale Reliabilities.

<p>Descriptive Sample Statistics and Scale Reliabilities.</p