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Adopting a person-centered approach, we set out to identify profiles of prior knowledge and epistemic beliefs in Norwegian 10th-graders. We identified two clusters that were labeled low prior knowledge/moderate personal justification and moderate prior knowledge/low personal justification. Clusters differed significantly regarding multiple-text comprehension, with low prior knowledge/moderate personal justification students displaying poorer comprehension of texts on an unsettled scientific issue.dblp:conf/icls/FergusonBSA12 fatcat:kydf6sukh5fqjaqb6yh7hrcthm