摘要：Building on a study by Conley, Pintrich, Vekiri, and Harrison (2004), the survey at handaimed at investigating two hypotheses regarding the epistemological beliefs of 5th graders inbiology. One stated scientifically gifted 5th graders’ beliefs would advance significantly moreover a period of three months in a hands-on teaching unit than these of their non-gifted peers.The other claimed scientifically gifted students have more advanced epistemological beliefs ingeneral when compared to non-gifted students of the same age. The teaching unit examined inthis study was on the topic off light of birds and was designed in a very interactive way,meaning that the students worked in groups most of the time and the teacher acted as afacilitator of the learning process. The study was conducted in a pre-post-design with amultiple-choice questionnaire. Due to several reasons, both hypotheses could only be provenin parts, thus creating interesting questions for future studies.
