The Power of Tentative Truth: The Impacts of Enhanced Science Instruction on Student Paranormal Beliefs

Abstract

Abstract This research explores the impact of epistemic-focused science instruction on college students' paranormal beliefs and conceptual physics understanding. Despite lacking a scientific foundation, paranormal beliefs are common. Grounded on previous studies, a theoretical model was conceived to tackle this challenge. The model indicates that these beliefs, much like common science alternative ideas, are likely derived from inherent biases in intuitive thinking. Accordingly, an intervention was designed and put into practices in three consecutive semesters. The intervention incorporated epistemic and ontological training. It challenged students' intuitive idea formation and confirmation, and encouraged model-based hypothesis formation backed by empirical evidence. A three-level, mixed-methods study tested the effectiveness of the intervention. Quantitative data at the whole-class level displayed a reduction in paranormal beliefs with a small effect size. Concurrently, a large effect size was observed in enhancing students' conceptual physics understanding. Moving to the subgroup level, a k-means clustering analysis revealed distinct student clusters characterized by different shifts in paranormal beliefs and conceptual physics learning, indicating differential responses to the intervention. At the individual layer of analysis, qualitative data underscored instances where students creatively misconstrued scientific concepts to reinforce their paranormal beliefs, highlighting the situated and contextual nature of epistemic practices. This work reinforces the critical role of science as a way of knowing for transforming student epistemic practices. It highlights the transition from forming definitive truth based on intuitive idea formation and confirmation, towards model-based hypothesis formation, backed by empirical evidence, to construct a tentative truth until the better one emerges.