The scientific impotence excuse in education – Disentangling potency and pertinence assessments of educational research

When facing belief-contradictory scientific evidence, preservice teachers tend to doubt the potency of science and consult sources less frequently. Thus, individuals run risk not only maintain questionable assumptions but also develop dysfunctional stances toward research as a reliable source knowledge. In two studies, we (a) replicated findings on so-called impotence excuse (SIE) in education (b) differentiated effects pertinence investigate educational topics better understand nature SIE-related devaluation. Both studies followed 2 × mixed experimental design: Preservice assessed their prior belief about an topic (i.e., effectiveness grade retention) before after reading either confirming or disconfirming evidence concerning topic. Study 1 ( N = 147 teachers; direct replication) confirmed central devaluation when belief-evidence conflicts occur. contrast, results 152; follow-up study) revealed no systematic devaluations disentangling facets pertinence. Despite partial tendencies, both that adapted beliefs presented. These extend previous by providing insights into conditions