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

Pedro D. Cadena-Nogales; Joan J. Solaz-Portolés; Yolanda Echegoyen-Sanz; Vicente Sanjosé-López

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

Title	LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER
Publication Type	Journal Article
Year of Publication	2022
Authors	Cadena-Nogales, PD, Solaz-Portolés, JJ, Echegoyen-Sanz, Y, Sanjosé-López, V
Journal	Journal of Baltic Science Education
Volume	21
Issue	3
Start Page	398-407
Pagination	Continuous
Date Published	June/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	cognitive style, epistemically unwarranted beliefs, gender influence, knowledge level, pre-service teachers, primary education
Abstract	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.
URL	https://oaji.net/articles/2022/987-1656443578.pdf
DOI	10.33225/jbse/22.21.398
Refereed Designation	Refereed
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