Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology