Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome. Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of this review study is to understand how these epistemologies in science teaching and learning were measured, and to provide an overview of recent developments with respect to the measurement issue in the epistemology of science. We searched for articles that were published between 2010 and 2019 and retained 225 eligible studies passing all review criteria for inclusion in this review. Major constructs of epistemologies of science emerging from the studies include epistemic beliefs and views, nature of science, epistemic emotions, epistemic metacognition, epistemic practices, and epistemic resources. These constructs were further categorized into personal, productive, and practical epistemologies. Among these studies, most of the quantitative studies used questionnaires for measuring personal epistemologies, while only a few utilized close-ended items. The majority of the studies adopting qualitative methods investigated personal epistemologies as well. Nevertheless, among studies of practical epistemologies, more studies adopted qualitative methods than quantitative methods. We summarize the characteristics and psychometric properties of the most frequently used quantitative research instruments. Examples of qualitative data collection and data analyses are provided. Relationships between epistemologies and science learning outcomes are discussed, and suggestions are made for future directions.

中文翻译：

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衡量科学学习和教学中的认识论：对文献的系统回顾

促进对科学认识论的理解长期以来一直是科学教育的主要目标，可以被视为科学学习成果的一种形式。许多研究试图从不同的角度和方法来理解学习者的科学认识论概念；然而，最近没有评论关注对科学认识论的各种结构和变量的测量。本综述研究的主要目的是了解科学教学和学习中的这些认识论是如何衡量的，并概述科学认识论中衡量问题的最新发展。我们检索了 2010 年至 2019 年间发表的文章，并保留了 225 项符合纳入本综述的所有评审标准的合格研究。研究中出现的科学认识论的主要建构包括认知信念和观点、科学的本质、认知情感、认知元认知、认知实践和认知资源。这些结构进一步分为个人的、生产性的和实践的认识论。在这些研究中，大多数定量研究使用问卷来衡量个人认识论，而只有少数使用封闭式项目。大多数采用定性方法的研究也调查了个人认识论。然而，在实践认识论的研究中，更多的研究采用定性方法而不是定量方法。我们总结了最常用的定量研究工具的特征和心理测量特性。提供了定性数据收集和数据分析的示例。讨论了认识论和科学学习成果之间的关系，并对未来的方向提出了建议。