| Name |
|---|
| Merk, Samuel |
| Schneider, Jürgen |
| Syring, Marcus |
| Bohl, Thorsten |
| Title | Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study. |
|---|---|
| Original Title | Welchen Einfluss haben Quelle und Kontext auf epistemologische Überzeugungen bezüglich pädagogischen Wissens? Forschungsdaten zu einer experimentellen Untersuchung. |
| Citation | Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study. [Translated Title] (Version 1.0.0) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology ZPID. https://doi.org/10.5160/psychdata.bltn15ep11 |
| Language of variable documentation | German |
| Responsible for Data Collection | Merk, Samuel; Schneider, Jürgen; Syring, Marcus; Bohl, Thorsten |
| Data Collection Completion Date | 2015 |
| Dataset Publication | 2016 |
| Dataset ID | bltn15ep11 |
| Study Description | In educational psychology epistemic beliefs are a popular research topic. The present study analyzes effects of source and context on theory-specific epistemic beliefs of graduate students about pedagogical knowledge. Graduate students in teacher education are presented with texts describing six research topics from the field of pedagogical knowledge equally with regard to contents, but different with regard to sources and context (with vs without scholarly context). To each of these research topics several covariates as well as epistemic beliefs were investigated resulting in a split-plot design.
The construct of Theory specific relativism showed factorial invariance for all theories. If the source of knowledge is „expert advice“ Theory specific relativism shows smaller arithmetic means, whereby it shows higher values for theories from humanities. The construct of Theory practice relation showed factorial invariance for all theories, too. Theory practice relation can be predicted by epistemic beliefs and study interest with moderate effect sizes after controlling for source and context. |
| Hypotheses | Information forthcoming |
| Keyphrase | effects of source and context on theory-specific epistemic beliefs about pedagogical knowledge, layperson’s report & expert advice & abstract of scientific research & with vs without school context, total of 323 graduate students in teacher education, experimental study, research data |
| Funding | Exploration funds (Platform 4) of the Excellence Initiative, University of Tübingen |
| Rating | The treatment check shows evidence for the successful implementation of the experimental conditions. |
| File Access Criteria | Data files and additional material that belong to access category 1indication of an academic email account and the intended use |
| Classification | Philosophy Cognitive & Perceptual Development |
|---|---|
| Controlled Terms | Epistemology Student Attitudes Education Students Teachers Professional Competence Professionalism Data Collection |
| Research Method Description | Experiment Data |
|---|---|
| Classification of Data Collection | Experimental Design, Mixed Design |
| Research Instrument | Information forthcoming. |
| Data Collection Method | Data collection in the presence of an experimenter
-Group Administration -Paper and Pencil |
| Time Points | repeated measurements |
| Survey Time Period | - |
| Characteristics | - |
| Population | Graduate students in teacher education |
| Experimental Pool | Individuals |
| Sample | Convenience sample |
| Subject Recruitment | Information forthcoming. |
| Sample Size | 323 individuals |
| Return/Drop Out | - |
| Gender Distribution | 66,9 % female subjects (n=216)
32,5 % male subjects (n=105) 0,6 % missing value (n=2) |
| Age Distribution | 18 - 62 years |
| Special Groups | - |
| Country | Germany |
| Region | Baden-Württemberg |
| City | Tübingen |
| Variables | Within-Person Variables:
Immersion Cognitive Load Interest-Enjoyment Perceived Value of Theory for Practice Theory Specific Relativism Epistemic Emotions Between-Person Variables: Epistemic Beliefs (CAEB,TSEBQ, FREE) Interest in Educational Studie (Pre- and Posttest) Sociodemografic variables (age, sex, college major, semester, teaching experience, school graduation grade) Treatment-Check "Perceived School Context" Treatment-Check "Source" Readability Variables: Text ID Length and complexity of text Number of words Flesch reading-ease score Wording |
| Data Status | Complete Data Set |
|---|---|
| Original Records | Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers. |
| Transformation | Data from the subjects were coded and then immediately transferred into a machine-readable form. |
| Description | Research data file (readability) |
|---|---|
| File Name | bltn15ep11_fd2.txt |
| Data Content | 36 vignettes, 10 variables |
| Data Points | 36*10=360 data points |
| Variables | ID of vignette (1), lenght and complexity of text (Björnson, 1968), (1), number of words (1), Flesch-Index (1), text (1) |
| MD5 Hash | 6d52621cd51eb0a123ee18e495c62f4e |
| File Access Criteria | access category 1indication of an academic email account and the intended use |
| Description | Research data file (epistemic beliefs) |
| File Name | bltn15ep11_fd1.txt |
| Data Content | 323 subjects, 398 variables |
| Data Points | 323*398= 128554 data points |
| Variables | Information forthcoming |
| MD5 Hash | 1c9f27e4148c69c8280b733feaec42ec |
| File Access Criteria | access category 1indication of an academic email account and the intended use |
| Description | File Name |
|---|---|
| Codebook of research data file bltn15ep11_fd1.txt | bltn15ep11_kb1.txt |
| Codebook of research data file bltn15ep11_fd2.txt | bltn15ep11_kb2.txt |
| Codebook and descrptive statistics of the research data files | bltn15ep11_Codebook.pdf |
| Information forthcoming | bltn15ep11_Codebook.Rmd |
| Publications Directly Related to the Dataset |
|---|
| Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Pädagogisches Kaffeekränzchen oder harte empirische Fakten? Domänen- und theorienspezifische epistemologische Überzeugungen Lehramtsstudierender bezüglich allgemeinen pädagogischen Wissens. In A.-K. Mayer & T. Rosman, (2016). Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen. Lengerich: Pabst Science Publishers. |
| Utilized Test Methods |
|---|
| Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560. |
| Krapp, A., Schiefele, U., Wild, K.-P. & Winteler, A. (1993). Der "Fragebogen zum Studieninteresse "(FSI). Diagnostica, 39, 335-351.Datensatz 0078468 |
| Krettenauer, T. (2005). Die Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen und das Problem der Übertragbarkeit von Interviewverfahren in standardisierte Fragebogenmethoden. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37 (2), 69-79.Datensatz 0179084 |
| Kunter, M., Leutner, D., Seidel, T. & Terhart, E. (2014): Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss). Version: 1. IQB - Institut zur Qualitätsentwicklung im Bildungswesen. Datensatz. http://doi.org/10.5159/IQB_BilWiss_v1 |
| Lenhard, W. & Lenhard, A. (2014). Berechnung des Lesbarkeitsindex LIX nach Bjørnson. Bibergau: Psychometrica. Online verfügbar unter http://www.psychometrica.de/lix.html (Abgerufen am 11.02.2016) |
| Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding Instructions. Journal of Educational Psychology, 88(1), 49-63. |
| McAuley, E., Duncan, T. & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research quarterly for exercise and sport, 60 (1), 48-58. |
| Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19. |
| Paas, F.G.W.C. (1992). Training Strategies for Attaining Transfer of Problem-Solving Skill in Statistics: A Cognitive-Load Approach. Journal of Educational Psychology, 84(4), 429-434.Datensatz 4398684 |
| Schöll, P. (2015). Berechnung des Lesbarkeitsindex Flesch nach Rudolf Flesch. Online verfügbar unter http://fleschindex.de/ (Abgerufen am 11.02.2016) |
| Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Manual. Göttingen: Hogrefe.Datensatz 9004611 |
| Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259-267.Datensatz 0281172 |
| Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. Datensatz 0204849 |