The Hungarian adaptation of a questionnaire on epistemological beliefs about history
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Published:
Jun 1, 2020
Keywords:
epistemological beliefs, history teaching and learning, questionnaire adaptation
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Abstract
The aim of the research is to adapt the questionnaire developed by Stoel and his colleagues (2017) that measures epistemological beliefs about history. In the context of history teaching, the interpretative nature of the discipline has become increasingly important in recent years, as it is emphasized in the Hungarian National Core Curriculum of 2020, too. So, epistemological beliefs (theories about the historical knowledge and knowing) have a high relevance because they influence what conclusions we draw from past events (van Boxtel & van Drie, 2018). A questionnaire previously used in the Netherlands was completed by 510 grade 11 and 12 Hungarian grammar school students (Mage=17.59, SD=0.82) on paper. The instrument contained 26 closed-ended, abstract statements, which had to be evaluated on a six-point Likert scale. Exploratory factor analysis showed that there is a fundamental distinction between naive and nuanced statements. In addition to this, in line with the original Dutch research, exploratory factor analysis confirmed the existence of three scales in the Hungarian sample as well. Based on the informal feedbacks from teachers and students, the topic and instrument are novel and interesting. It can be said that the questionnaire can be applied in the Hungarian context primarily due to the abstract, topic-independent nature of its statements.
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Kósa, M. (2020). The Hungarian adaptation of a questionnaire on epistemological beliefs about history. Iskolakultúra, 30(6), 97–109. Retrieved from https://iskolakultura.hu/index.php/iskolakultura/article/view/33398
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References
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Sakki, I. & Pirttilä-Backman, A-M. (2019). Aims in teaching history and their epistemic correlates: a study of history teachers in ten countries, Pedagogy, Culture & Society,27 (1), 65–85. doi: 10.1080/14681366.2019.1566166
Schommer-Aikins, M. (2004). Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach. Educational Psychologist, 39(1), 19–29. doi:10.1207/s15326985ep3901_3
Stoel, G., Logtenberg, A., Wanksink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120–134. http://dx.doi.org/10.1016/j.ijer.2017.03.003
Stoel, G.L:, van Drie, J.P., & van Boxtel, C.A.M. (2015). Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49–76. doi: 10.1080/00220272.2014.968212
Stoddard, J.D. (2010). The roles of epistemology and ideology in teachers’ pedagogy with historical ‘media’. Teachers and Teaching: theory and practice, 16(1), 153–171. doi: 10.1080/13540600903475694
Trautwein, U. & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348–366. doi:10.1016/j.cedpsych.2005.11.003
van Boxtel, C. & van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In Metzger, S. A. & McArthur Harris, L. (szerk.), The Wiley International Handbook of History Teaching and Learning. New York, NY: Wiley-Blackwell. 149–176.
VanSledright, B. & Reddy, K. (2014). Changing Epistemic Beliefs? An Exploratory Study of Cognition Among Prospective History Teacher. Revista Tempo E Argumento, 6(11), 28–68. doi: 10.5965/2175180306112014028
Virta, A. (2002). Becoming a history teacher: observations on the beliefs and growth of student teachers. Teaching and Teacher Education, 18, 687–698.
Voet, M. & De Wever, B. (2016). History teachers’ conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. Teaching and Teacher Education. 55(1), 57–67.doi: 10.1016/j.tate.2015.12.008
Yilmaz, K. (2008). Social Studies Teachers’ Conceptions of History: Calling on Historiography. Journal of Educational Research, 101(3), 158–175.
Wansink, B., Akkerman, S. & Wubbels, T. (2017). Topic variability and criteria in interpretational history teaching. Journal of Curriculum Studies, 49(5), 640–662. https://doi.org/10.1080/00220272.2016.1238107
Greene, J. A., Sandoval, W. A. & Braten, I. (2016). Future Directions for Epistemic Cognition Research. In Greene, J. A., Sandoval, W. A. & Braten, I. (szerk.). Handbook of Epistemic Cognition. New York: Routledge. 495–510.
Hofer, B. K. & Bendixen, L. D. (2012). Personal epistemology: Theory, research, and future directions. In Harris, K. R., Graham, S. & Urdan, T. (szerk.), APA Educational Psychology Handbook, Vol. 1. Theories, Constructs, and Critical Issues. Washington, DC, American Psychological Association. 227–256. doi: 10.1037/13273-009
Jancsák Csaba (2019). A személyes narratívák és a történelemtanítás értékvilágai. In Kovács Gusztáv & Lukács Ottilia (szerk.), Az elbeszélés ereje. Pécs: Pécsi Püspöki Hittudományi Főiskola. 7–22.
Kammerer, Y. & Stromso, H. I. (2016). Die Rolle epistemologischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. In Mayer, A.-K. & Rosman, T. (szerk.), Denken über Wissen und Wissenschaft–Epistemologische Überzeugungen. Lengerich: Pabst Science Publishers.121–136.
Kaposi, J. (2016). Skills Development Tasks and the Development of Historical Thinking. In Fehérvári Anikó (szerk.), Curriculum, effectiveness, equity. Budapest: Hungarian Institute for Educational Research and Development. 9–22.
Kojanitz László (2013). A történelmi gondolkodás fejlesztése. Iskolakultúra, 23(2), 28–48.
Maggioni, L. (2010). Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically. PhD-értekezés. University of Maryland, College Park, Maryland. http://hdl.handle.net/1903/10797. Utolsó letöltés: 2020.04.13.
Maggioni, L., VanSledright, B., & Alexander, P. A. (2009). Walking on the Borders: A Measure of Epistemic Cognition in History. The Journal of Experimental Education, 77(3), 187–214.
Mayer, A.–K. & Rosman, T. (2016). Epistemologische Überzeugungen und Wissenserwerb in akademischen Kontexten. In Mayer, A.–K. & Rosman, T. (szerk.): Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen. Lengerich: Pabst. 7–23.
Martinich, A.P. & Stroll, A. (2020.01.30.). Epistemology. In Encyclopaedia Britannica. Encyclopaedia Britannica, inc. https://www.britannica.com/topic/epistemology Utolsó elérés: 2020.04.13.
Miguel-Revilla, D., Carril-Merino, T., & Sánchez-Agustí, M. (2020). An examination of epistemic beliefs about history in initial teacher training: a comparative analysis between primary and secondary education prospective teachers, The Journal of Experimental Education. https://doi.org/10.1080/00220973.2020.1718059
Molla, T. (2010). Towards Understanding Epistemological Assumptions of History Teacher Educators: My Experience With Phenomenological Enquiry. Educational Research Journal, 25(1), 27–45.
Nagy József (2010). A személyiség kompetenciái és operációs rendszere. Iskolakultúra 7-8. 3–21.
NAT 2012. A Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról. 10635. 111/2012. (VI. 4.) Korm. Rendelet. Magyar Közlöny, 2012. 66. Emberi Erőforrások Minisztériuma, Oktatásért Felelős Államtitkárság, Budapest. http://www.kozlonyok.hu/nkonline/MKPDF/hiteles/MK14004.pdf Utolsó letöltés: 2020. 04. 13.
NAT 2020. A Kormány 5/2020 (I.31.) Korm. rendelete a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról szóló 110/2012 (VI.4.) Korm. rendelet módosításáról. Magyar Közlöny, 2020. 17. Budapest. https://magyarkozlony.hu/dokumentumok/f06f631fa3d60f9bef336bbc648efe704d0df73c/megtekintes Utolsó letöltés: 2020. 04. 13.
Sakki, I. & Pirttilä-Backman, A-M. (2019). Aims in teaching history and their epistemic correlates: a study of history teachers in ten countries, Pedagogy, Culture & Society,27 (1), 65–85. doi: 10.1080/14681366.2019.1566166
Schommer-Aikins, M. (2004). Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach. Educational Psychologist, 39(1), 19–29. doi:10.1207/s15326985ep3901_3
Stoel, G., Logtenberg, A., Wanksink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120–134. http://dx.doi.org/10.1016/j.ijer.2017.03.003
Stoel, G.L:, van Drie, J.P., & van Boxtel, C.A.M. (2015). Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49–76. doi: 10.1080/00220272.2014.968212
Stoddard, J.D. (2010). The roles of epistemology and ideology in teachers’ pedagogy with historical ‘media’. Teachers and Teaching: theory and practice, 16(1), 153–171. doi: 10.1080/13540600903475694
Trautwein, U. & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348–366. doi:10.1016/j.cedpsych.2005.11.003
van Boxtel, C. & van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In Metzger, S. A. & McArthur Harris, L. (szerk.), The Wiley International Handbook of History Teaching and Learning. New York, NY: Wiley-Blackwell. 149–176.
VanSledright, B. & Reddy, K. (2014). Changing Epistemic Beliefs? An Exploratory Study of Cognition Among Prospective History Teacher. Revista Tempo E Argumento, 6(11), 28–68. doi: 10.5965/2175180306112014028
Virta, A. (2002). Becoming a history teacher: observations on the beliefs and growth of student teachers. Teaching and Teacher Education, 18, 687–698.
Voet, M. & De Wever, B. (2016). History teachers’ conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. Teaching and Teacher Education. 55(1), 57–67.doi: 10.1016/j.tate.2015.12.008
Yilmaz, K. (2008). Social Studies Teachers’ Conceptions of History: Calling on Historiography. Journal of Educational Research, 101(3), 158–175.
Wansink, B., Akkerman, S. & Wubbels, T. (2017). Topic variability and criteria in interpretational history teaching. Journal of Curriculum Studies, 49(5), 640–662. https://doi.org/10.1080/00220272.2016.1238107