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Zusammenfassungen
Teachers around the world are increasingly required by policy guidelines to
inform their teaching practices with scientific evidence. However, due to
the division of cognitive labor, teachers often cannot evaluate the veracity
of such evidence first-hand, since they lack specific methodological skills,
such as the ability to evaluate study designs. For this reason, second-hand
evaluations come into play, during which individuals assess the credibility
and trustworthiness of the person or other entity who conveys the evidence
instead of evaluating the information itself. In doing so, teachers’ belief systems
(e.g., beliefs about the trustworthiness of dierent sources, about science
in general, or about specific educational topics) can play a pivotal role. But
judging evidence based on beliefs may also lead to distortions which, in turn,
can result in barriers for evidence-informed school practice. One popular
example is the so-called confirmation bias, that is, preferring belief-consistent
and avoiding or questioning belief-inconsistent information. Therefore, we
experimentally investigated (1) whether teachers trust knowledge claimsmade
by other teachers and scientific studies dierently, (2) whether there is an
interplay between teachers’ trust in these specific knowledge claims, their trust
in educational science, and their global trust in science, and (3) whether their
prior topic-specific beliefs influence trust ratings in the sense of a confirmation
bias. In an incomplete rotated design with three preregistered hypotheses,
N = 414 randomly and representative sampled in-service teachers from
Germany indicated greater trust in scientific evidence (information provided by
a scientific journal) compared to anecdotal evidence (information provided by
another teacher on a teacher blog). In addition, we found a positive relationship
between trust in educational science and trust in specific knowledge claims
from educational science. Finally, participants also showed a substantial
confirmation bias, as they trusted educational science claimsmore when these
matched (rather than contradicted) their prior beliefs. Based on these results,
the interplay of trust, first-hand evaluation, and evidence-informed school
practice is discussed.
Von Kirstin Schmidt, Tom Rosman, Colin Cramer, Kris-Stephen Besa, Samuel Merk im Text Teachers trust educational science - Especially if it confirms their beliefs (2022) Dieser wissenschaftliche Zeitschriftenartikel erwähnt ...
Personen KB IB clear | Kultusministerkonferenz , Wolfgang Schulz | |||||||||||||||||||||||||||
Begriffe KB IB clear | confirmation bias , Deutschlandgermany , Hypothesehypothesis , LehrerInteacher , Vertrauentrust , Wissenschaftscience | |||||||||||||||||||||||||||
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