Epistemic beliefs and written historical reasoning: Exploring their relationship

In this descriptive study, we investigated undergraduate students’ epistemic beliefs in history and examined the relationship between their performance written historical reasoning context of a course. We measured expressed through discipline-specific survey, which compared with when writing source-based argument. A subset students also participated task-based interview to investigate more tacit related second-order concept, account. found significant correlation argumentative regarding methodology. Most answers corresponded as indicated but there was less correspondence interviews writing. This study demonstrates usefulness survey provides evidence that conceptions account, may be beliefs.