Epistemic Cognition Triangulated: What Can We Learn about the Theory of Epistemic Beliefs in History from Reassessment of Its Measurement

Abstract

The authors delve into the potential of the theory of epistemic beliefs in history education. While the theory’s conceptual language and perspective are helpful, the primary corresponding measurement tool fails to distinguish between general and situational epistemic beliefs. Drawing on their evaluation of a large-scale history education intervention in Czechia, the authors discuss the ontological and epistemic issues related to the theory’s understanding and measuring of epistemic beliefs and present and enhancement of the theory of epistemic beliefs building on the existing probes into the phenomenon of epistemic wobbling.