Research Data

Dataset for: When preservice teachers' prior beliefs contradict evidence from educational research

Dataset for: Devaluating educational research

Author(s) / Creator(s)

Thomm, Eva
Gold, Bernadette
Betsch, Tilmann
Bauer, Johannes

Abstract / Description

Dataset for: Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, 91(3), 1055-1072. https://doi.org/10.1111/bjep.12407
Background: Knowledge from educational research frequently contradicts preservice teachers’ prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession. Aims: Inspired by Munro’s (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers tend to devalue the potency of educational research when evidence contradicts their beliefs. Sample: We used data from 145 preservice teachers from different German universities. Methods: In an experimental design, participants indicated their prior beliefs about an educational topic (i.e., effectiveness of grade retention) before and after reading either confirming or disconfirming scientific evidence. Dependent variables were, first, whether participants devalued the potency of science to study this focal topic and whether they generalized this devaluation to further related and unrelated topics; second, whether participants preferred non-scientific over scientific sources to inform themselves about the focal topic as an indirect measure of science devaluation. Results: Interaction effects on both outcome variables confirmed that participants devalued educational research and its sources when scientific evidence conflicted with their prior belief. Yet, results did not corroborate any generalization of devaluation to further topics. Despite the devaluation, participants indicated belief revision in the direction of the evidence read. Conclusions: Preservice teachers may indeed critically question educational research when scientific evidence conflicts with their prior beliefs. However, they may also adapt their assumptions in light of strong evidence. More research is needed to clarify the conditions of devaluation and belief revision.

Keyword(s)

evidence motivated reasoning preservice teacher education prior beliefs science devaluation

Persistent Identifier

Date of first publication

2021-01-12

Publisher

PsychArchives

Is referenced by

Citation

Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). Dataset for: When preservice teachers' prior beliefs contradict evidence from educational research. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4455
  • Author(s) / Creator(s)
    Thomm, Eva
  • Author(s) / Creator(s)
    Gold, Bernadette
  • Author(s) / Creator(s)
    Betsch, Tilmann
  • Author(s) / Creator(s)
    Bauer, Johannes
  • PsychArchives acquisition timestamp
    2021-01-12T08:54:39Z
  • Made available on
    2021-01-12T08:54:39Z
  • Date of first publication
    2021-01-12
  • Abstract / Description
    Dataset for: Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, 91(3), 1055-1072. https://doi.org/10.1111/bjep.12407
    en
  • Abstract / Description
    Background: Knowledge from educational research frequently contradicts preservice teachers’ prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession. Aims: Inspired by Munro’s (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers tend to devalue the potency of educational research when evidence contradicts their beliefs. Sample: We used data from 145 preservice teachers from different German universities. Methods: In an experimental design, participants indicated their prior beliefs about an educational topic (i.e., effectiveness of grade retention) before and after reading either confirming or disconfirming scientific evidence. Dependent variables were, first, whether participants devalued the potency of science to study this focal topic and whether they generalized this devaluation to further related and unrelated topics; second, whether participants preferred non-scientific over scientific sources to inform themselves about the focal topic as an indirect measure of science devaluation. Results: Interaction effects on both outcome variables confirmed that participants devalued educational research and its sources when scientific evidence conflicted with their prior belief. Yet, results did not corroborate any generalization of devaluation to further topics. Despite the devaluation, participants indicated belief revision in the direction of the evidence read. Conclusions: Preservice teachers may indeed critically question educational research when scientific evidence conflicts with their prior beliefs. However, they may also adapt their assumptions in light of strong evidence. More research is needed to clarify the conditions of devaluation and belief revision.
    en
  • Review status
    unknown
    en
  • Citation
    Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). Dataset for: When preservice teachers' prior beliefs contradict evidence from educational research. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4455
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/4034
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.4455
  • Language of content
    eng
  • Language of content
    deu
  • Publisher
    PsychArchives
    en
  • Is referenced by
    https://doi.org/10.1111/bjep.12407
  • Is related to
    https://doi.org/10.1111/bjep.12407
  • Keyword(s)
    evidence
    en
  • Keyword(s)
    motivated reasoning
    en
  • Keyword(s)
    preservice teacher education
    en
  • Keyword(s)
    prior beliefs
    en
  • Keyword(s)
    science devaluation
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Dataset for: When preservice teachers' prior beliefs contradict evidence from educational research
    en
  • Alternative title
    Dataset for: Devaluating educational research
    en
  • DRO type
    researchData
    en