Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

BACKGROUND: Further developing students’ thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary‐school‐aged children. AIMS: The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry‐based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students’ epistemic beliefs. SAMPLE: Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south‐west Germany. METHODS: We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses. RESULTS: The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. CONCLUSIONS: The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs.