Prior beliefs and methodological concepts in scientific reasoning

Abstract

Abstract This investigation focuses on the relations between prior beliefs, methodological concepts, and college students' ( N =211) scientific reasoning in different problem contexts. Participants were presented with exercises that described the method and results of experiments, and were asked to draw conclusions about the causal status of variables that violated their prior beliefs. Participants drew conclusions in both abstract (i.e. recommend a conclusion for the fictional experimenter), and personal settings (i.e. draw their own conclusions about the phenomenon). Participants' recommendations for the hypothetical experimenter were predicted by their understanding of two methodological concepts: the function of empirical evidence and experimental control. Students' personal conclusions were predicted by their prior beliefs and their appreciation of the objectivity of inquiry. Thus, even when students understand in the abstract how data should relate to scientific conclusions, prior beliefs often take precedence in their own conclusions, especially when they do not understand the issue of objectivity. Copyright © 2004 John Wiley & Sons, Ltd.