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The CAEB: An instrument for measuring connotative aspects of epistemological beliefs
ARTICLE

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Learning and Instruction Volume 17, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such as dynamic–static and objective–subjective. After discussing the theoretical background, data are reported from two validation studies. The aim of the studies was to examine the emerging factor structure in different domains and to test whether CAEB can be used to measure domain-dependent differences in students' beliefs. Results showed a reasonable two-factor solution. The results further confirmed that the CAEB could measure differences in students' epistemological beliefs about knowledge in different domains of natural sciences like genetics, physics and plant identification.

Citation

Stahl, E. & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.09.016