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Título : Level of acceptance of epistemically unwarranted beliefs in pre-service primary school teachers: influence of cognitive style, academic level and gender
Autor : Cadena Nogales, Pedro D.
Solaz Portolés, Joan Josep
Echegoyen Sanz, Yolanda
Sanjosé López, Vicente
Palabras clave : Epistemically
School Teachers
Cognitive
Academic Level
Gender
Fecha de publicación : 2022
Editorial : Scopus
Citación : Cadena, Pedro & Solaz-Portolés, Joan & Echegoyen-Sanz, Yolanda & López, Vicente. (2022). LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER. Journal of Baltic Science Education. 21. 398. 10.33225/jbse/22.21.398.
Citación : PRODUCCIÓN CIENTÍFICA-ARTÍCULO CIENTÍFICO;A-IKIAM-000394
Resumen : One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named “epistemically unwarranted beliefs” (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor’s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers’ scientific literacy and increase the presence of rational style among teachers
URI : http://repositorio.ikiam.edu.ec/jspui/handle/RD_IKIAM/588
ISSN : htto://doi:10.33225/jbse/22.21.398
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