LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER

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 amon...

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Bibliographic Details
Published inJournal of Baltic science education Vol. 21; no. 3; pp. 398 - 407
Main Authors Cadena-Nogales, Pedro D, Solaz-Portolés, Joan J, Echegoyen-Sanz, Yolanda, Sanjosé-López, Vicente
Format Journal Article
LanguageEnglish
Published Šiauliai Scientia Socialis, Ltd 01.01.2022
Scientia Socialis, UAB
Scientia Socialis Ltd
Subjects
Cognitive style
Education
Elementary School Teachers
Gender
Higher Education
Influence
Literacy
Pedagogy
Preservice Teacher Education
Primary Education
Undergraduate Students
knowledge level
gender influence
preservice teachers
primary education
cognitive style
epistemically unwarranted beliefs
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Summary: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.
ISSN:1648-3898
2538-7138
DOI:10.33225/jbse/22.21.398