Examining Undergraduate Students’ Conceptions of Inquiry in Terms of Epistemic Belief Differences
Bibliographic record
Abstract
The purpose of the study was to examine undergraduate students’ conceptions of inquiry and the relationship of inquiry conceptions to epistemic beliefs. Data were obtained from 107 university students (80 female, 27 male) using an open-ended questionnaire to examine their conceptions of inquiry and Schommer’s Epistemological Beliefs Questionnaire to group participants as naïve or sophisticated in their epistemic beliefs. Data analyses revealed that participants with sophisticated epistemic beliefs had multidimensional conceptions of inquiry and provided conceptually rich definitions. Students with naïve beliefs, on the other hand, revealed more simplistic and indistinct conceptions of inquiry and either described it with few details or stated that they did not know about it. The study in general indicated the presence of a relationship between epistemic beliefs and inquiry conceptions, implying that any practical effort to change the way students conceptualize a phenomenon in general and inquiry in particular needs to take into account their epistemic beliefs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".