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Open research questions in Educational Strategies and Epistemologies

43 unresolved questions extracted from the limitations and future-work sections of 1,664 Educational Strategies and Epistemologies papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Year two (2023) The approach taken with the first group of students may be criticised on the grounds that only one model was submitted to them. The choice facing the candidates was essentially a dichotomous one—they could either reject the framework or adopt it. At least, though, in terms of the latter, they were left free to implement it in any way they wished. In order to provide future candidates with a different option and allow later students scope to select from two, the second year introduced a new framework to a new set of EPQ students. It was hoped that eventually, in years to come, EPQ candidates could select from several models in a similar way to how, under the current arrangements, they could adopt one from the various checklists for evaluating information. In this second year, though, the candidates were merely briefed on the new framework. This was again done via a handout, the content of which otherwise mirrored closely that disseminated in year one. It was circulated during the preparation of the first draft of the essay/report so the timing of its introduction was unchanged. The second model emerged from research by Dervin and Reinhard (2007), who sampled staff and students involved in Higher Education in Ohio. Participants were asked how they had used information to resolve a problematic situation arising in their lives. The authors offered five categories of “helps” to represent different ways in which the participants benefited from the sources they exploited: “got pictures”, “got or kept moving”, “got support”, “got control” and “got there” (p. 60). It became apparent that the authors’ ideas could be reinterpreted in order to JIL, 2026, 20(1). http://dx.doi.org/10.11645/20.1.770 Shenton 182 provide prompts that might enable the EPQ candidates to determine how far individual sources had assisted them with their work. Dervin and Reinhard’s category names were largely retained but the authors’ definitions were reinterpreted. The new questions are shown in Table 3.

    Promoting reflection by students on their use of information · 2026 · DOI

  • Several limitations of the present study warrant consideration. First, the sample size was relatively small (n = 83) and drawn from a single university in Germany within the social sciences, which limits the generalizability of the findings across broader populations, different cultural contexts, and other academic disciplines. Second, the International Journal of Instruction, April 2026 ● Vol.19, No.2 Sun, Sailer & Schlag 13 intervention spanned a relatively short duration (10 weeks) and focused on a single course, constraining the study’s ability to capture the long-term effects of a 5E-based flipped classroom on students’ learning trajectories. Finally, although the statistical analyses revealed significant associations among key variables, the correlational nature of the design precludes causal inferences. Based on these findings, we offer several recommendations for practice and future research. First, instructors designing flipped classrooms should employ structured frameworks, such as the 5E model, to ensure implementation fidelity and enhance students’ academic self-efficacy and achievement motivation. Second, professional development programs should explicitly target teachers’ epistemological beliefs, as these beliefs shape how educators enact digital and inquiry-based pedagogies in the classroom. Third, for future research, scholars should recruit larger and more diverse samples, adopt longitudinal designs, and integrate mixed-method approaches to examine the long-term impacts of 5E-based flipped instruction and clarify the mechanisms linking epistemological beliefs, motivation, and learning outcomes. REFERENCES Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 Béres, I., & Kis, M. (2018). Flipped classroom method combined with project-based group work. In Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning-Volume 1 (pp. 553- 562). https://doi.org/10.1007/978-3-319-73210-7_65 Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge 635-657.

    The Impact of Epistemological Beliefs and Achievement Motivation on Learning Outcomes and Academic Self-Efficacy in Education · 2026 · DOI

  • Abstract Background To become qualified engineers, undergraduates must develop a contextualized epistemic cognition (EC) during the engineering design process (EDP), but little is known about their EC in the authentic EDP.

    Undergraduate engineering students’ epistemic cognition and changes in the course of being engineering design mentors · 2025 · DOI

  • Abstract This study examines the occurrence of claims of insufficient knowledge in one-on-one college-level Chinese tutoring sessions, drawing on 12 hours of videotaped data.

    Navigating claims of insufficient knowledge in one-on-one Chinese tutoring · 2024 · DOI

  • In the article, several approaches targeting the explanation of low grammatical content knowledge are assessed; however, an emphasis is put on the idea that epistemological beliefs play a major role for students’ learning success suggesting that there is a relationship between content knowledge and beliefs which should be further explored in future research.

    Knowledge about grammar and the role of epistemological beliefs · 2021 · DOI

  • Future research should explore how interface designs can scaffold timely and meaningful re-annotation, perhaps through features such as synchro- nized visibility of annotations, prompts for peer interaction, and visual representations of annotation histories.

    From individual annotations to shared attention: How re-annotation supports collaborative knowledge building in CSCL · 2026 · DOI

  • Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences.

    The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis · 2024 · DOI

  • This study enhances understanding of epistemics, multimodal resources, and participation, shedding light on a specialized yet understudied aspect of teacher-student interaction in Chinese as a Second Language learning.

    Navigating claims of insufficient knowledge in one-on-one Chinese tutoring · 2024 · DOI

  • Moreover, the ways in which intuition plays a role in the thinking and actions of those not only teaching but concurrently conducting classroom practitioner research remains understudied.

    Diversity of Intuitive Moments in L+ Practitioner Research: An Exploratory Autoethnographic Case Study · 2023 · DOI

  • Originality/value While there is some research on epistemic beliefs in relation to internet-based information, studies approaching the problem over a possible connection between epistemic beliefs and internet reliance are scarce.

    Epistemic beliefs and internet reliance – is algorithmic authority part of the picture? · 2021 · DOI

  • This special issue on eportfolio aims to fill this gap in the literature, and enable us to better appreciate eportfolio practice and ground this in research.

    Editorial: Good bye exams, hello eportfolio · 2021 · DOI

  • Prior research has explicated the prevalence of erroneous beliefs about general psychology and neuroscience among various populations but has rarely examined teachers’ misconceptions about pertinent topics in educational psychology.

    The Morass of Misconceptions: How Unjustified Beliefs Influence Pedagogy and Learning · 2021 · DOI

  • The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents.

    Students' abilities to evaluate the credibility of online texts: The role of <scp>internet‐specific</scp> epistemic justifications · 2021 · DOI

  • We conclude that educational psychological misconceptions are common among German preservice teachers and that merely presenting empirical evidence is insufficient to effectively counteract misconceptions.

    Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers · 2020 · DOI

  • Little is known about the differences between domain experts and novices in terms of the ways they spontaneously evaluate web‐based information and sources.

    Source evaluation of domain experts and novices during Web search · 2017 · DOI

  • Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way.

    A Virtue Epistemology of the Internet: Search Engines, Intellectual Virtues and Education · 2017 · DOI

  • In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large.

    Argumentation for Learning: Well-Trodden Paths and Unexplored Territories · 2016 · DOI

  • Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and graduate students endorse erroneous beliefs about the discipline.

    Highly Prevalent but Not Always Persistent · 2014 · DOI

  • Psychological scientists have recently started to reconsider the importance of close replications in building a cumulative knowledge base; however, there is no consensus about what constitutes a convincing close replication study.

    The Replication Recipe: What makes for a convincing replication? · 2013 · DOI

  • However, issues such as when the online discussion is student facilitated, and students are given a freedom of choice to choose, why students choose to contribute in some forums but not in others are not fully understood.

    Toward an Understanding of Why Students Contribute in Asynchronous Online Discussions · 2008 · DOI

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43 open questions have been extracted from the limitations and future-work passages of 1,664 Educational Strategies and Epistemologies papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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