Conceptualisation and development of the physics related personal epistemology questionnaire (PPEQ)

References

• Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics-Physics Education Research, 2(1), 010101.
   Google Scholar
• Banerjee, M., Capozzoli, M., McSweeney, L., & Sinha, D. (1999). Beyond Kappa: A review of interrater agreement measures. Canadian Journal of Statistics, 27(1), 3–23.
   Web of Science ®Google Scholar
• Baxter Magolda, M. B. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development. College Student Journal, 21, 46–58.
   Google Scholar
• Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing. New York: Basic Books.
   Google Scholar
• Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. The Journal of Psychology, 132(2), 187–200.
   Web of Science ®Google Scholar
• Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173.
   Web of Science ®Google Scholar
• Bråten, I., & Strømsø, H. I. (2009). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47(1), 1–31.
   Web of Science ®Google Scholar
• Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33(4), 814–840.
   Web of Science ®Google Scholar
• Briell, J., Elen, J., Verschaffel, L., & Clarebout, G. (2011). Personal epistemology: Nomenclature, conceptualizations, and measurement. In J. Elen, E. Stahl, R. Bromme, & G. Clarebout (Eds.), Links between beliefs and cognitive flexibility (pp. 7–36). Netherlands: Springer.
   Google Scholar
• Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385–418.
   Web of Science ®Google Scholar
• Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415–449.
   Web of Science ®Google Scholar
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Taylor & Francis Group, Routledge.
   Google Scholar
• Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.
   Web of Science ®Google Scholar
• DeCarlo, L. T. (1997). On the meaning and use of kurtosis. Psychological Methods, 2(3), 292–307.
   Web of Science ®Google Scholar
• Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69(7), S54–S64.
   Web of Science ®Google Scholar
• Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554–567. http://dx.doi.org/10.1002/
   Web of Science ®Google Scholar
• Elby, A., McCaskey, T., Lippmann, R., & Redish, E. F. (2001). Version II (MPEX-II). Retrieved from http://www.physics.umd.edu/perg/tools/attsur.htm
   Google Scholar
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw Hill.
   Google Scholar
• Halloun, I. A. (2004). Views about science survey VASS P-204. Retrieved from http://modeling.asu.edu/R%26E/IHalloun/VASS-P204_June04.pdf
   Google Scholar
• Halloun, I., & Hestenes, D. (1998). Interpreting VASS dimensions and profiles for physics students. Science & Education, 7(6), 553–577.
   Google Scholar
• Halloun, I. A., & Hestenes, D. (1996). Views about sciences survey: VASS (ERIC Document No. ED394840). Annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.
   Google Scholar
• Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151–183.
   Web of Science ®Google Scholar
• Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104–121.
   Web of Science ®Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353–383.
   Web of Science ®Google Scholar
• Hofer, B. K. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models. International Journal of Educational Research, 45, 85–95.
   Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140.
   Web of Science ®Google Scholar
• Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting belief, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260–271.
   Web of Science ®Google Scholar
• Kelly, G. J., McDonald, S., & Wickman, P.-O. (2012). Science learning and epistemology. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 281–291). Dordrecht: Springer.
   Google Scholar
• King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
   Google Scholar
• King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5–18.
   Web of Science ®Google Scholar
• Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
   Google Scholar
• Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). London: Lawrence Erlbaum Associates.
   Google Scholar
• Limόn, M. (2006). The domain generality–specificity of epistemological beliefs: A theoretical problem, a methodological problem or both? International Journal of Educational Research, 45, 7–27.
   Google Scholar
• Lin, T.-J., & Tsai, C.-C. (2017). Developing instrument concerning scientific epistemic beliefs and goal orientations in learning science: A validation study. International Journal of Science Education, 39(17), 2382–2401.
   Web of Science ®Google Scholar
• McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications (3rd ed.). New York: Springer.
   Google Scholar
• Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2006). Epistemic dimensions of students’ mathematics-related belief systems. International Journal of Educational Research, 45, 57–70.
   Google Scholar
• Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS version 15. New York: McGraw Hill.
   Google Scholar
• Palmer, B., & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47(3), 311–335.
   Web of Science ®Google Scholar
• Perry, W. G. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme (Final Report, Project No. 5-0825, Contract No. SAE-8973). Cambridge, MA: Bureau of Study Counsel Harvard University. (ED024315).
   Google Scholar
• Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart & Winston.
   Google Scholar
• Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87, 282–292.
   Web of Science ®Google Scholar
• Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212–224.
   Web of Science ®Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
   Web of Science ®Google Scholar
• Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406–411.
   Web of Science ®Google Scholar
• Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87(3), 424–432.
   Web of Science ®Google Scholar
• Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19–29.
   Web of Science ®Google Scholar
• Schraw, G., Dunkle, M. E., & Bendixen, L. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9, 523–538.
   Web of Science ®Google Scholar
• Southerland, S. A., Sinatra, G. M., & Matthews, M. R. (2001). Belief, knowledge, and science education. Educational Psychology Review, 13(4), 325–351.
   Web of Science ®Google Scholar
• Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773–785.
   Web of Science ®Google Scholar
• Stathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32(3), 255–281.
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate analysis (4th ed.). California State University Northridge: Harper Collins College Publishers.
   Google Scholar
• White, B., Elby, A., Frederiksen, J., & Schwartz, C. (1999). Epistemological beliefs assessment for physical science (EBAPS). Retrieved from http://www2.physics.umd.edu/~elby/EBAPS/EBAPS_items.htm
   Google Scholar
• Yerdelen-Damar, S., Elby, A., & Eryilmaz, A. (2012). Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey. Physical Review Special Topics-Physics Education Research, 8(1), 010104.
   Google Scholar