Measuring Epistemic Knowledge in Biology Through Assessment: A Systematic Literature Review

Abstract

In the evolving landscape of science education, epistemic knowledge is one of three keys to developing competencies in science education, including biology. Moreover, only a small number of studies comprehensively present research trends regarding epistemic knowledge research trends and the measurements carried out. This literature review aims to provide insight into epistemic knowledge assessment research in past decades. With the PRISMA 2021 guidelines, we carried out a systematic literature review method. Thirty-two journal articles were used & obtained from the Scopus and Springer databases. We decided to focus on several aspects to analyze; research methods, research subjects, used instruments, how to analyze data, and the scopes of science in the articles reviewed. The SLR findings show that few studies still provide an overview of how to assess epistemic knowledge, specifically in Biology. Traditional biology assessments tend to focus more on content knowledge and thus do not fully capture how knowledge works. Data analysis shows that most of the research conducted used qualitative research methods, followed by mixed research methods. The most frequently reviewed research subjects are pre-service/prospective teachers, followed by high school students. In epistemic knowledge research, much of the data is analyzed qualitatively, this depends on the research methods used in most studies. Meanwhile, the scope of science that is most studied is Integrated science, followed by physics. Based on these findings, this research provides a scientific contribution as a basis for stakeholders in developing research related to the assessment of epistemic knowledge of science, specifically in the scope of biology.