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Effect of socio-scientific issue-based argumentation on middle school students’ epistemological, and pseudo-scientific beliefs

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This teaching framework enhances epistemological beliefs in fifth-grade students, suggesting improvements in science education.

Students' epistemological beliefs improved in authority, truth, knowledge production, indicating effective teaching methods.
No significant change was seen in students' pseudo-scientific beliefs, highlighting a persistent challenge in education.
The approach involved socio-scientific issue-based activities focusing on biodiversity and environmental relations for engagement.
Educators should embrace the development of epistemological beliefs while addressing the ongoing issue of pseudo-scientific beliefs.

Gürkan et al. (2025) studied this question.

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