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1.
Relational analysis of personal epistemology and conceptions about teaching and learning 总被引：3，自引：0，他引：3
Four epistemological belief and two teaching and learning conception dimensions were identified from a survey study of a sample of Hong Kong teacher education students. The epistemological belief dimensions were labeled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. The results on epistemological beliefs were somewhat different from Schommer's findings with North American college students and reflected the influence of cultural contexts. The two teaching and learning conceptions were labelled Traditional and Constructivist Conceptions. Pearson correlation analysis showed significant relations between Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge with Traditional Conception and Learning Effort/Process with Constructivist Conception. Confirmatory factor analysis also showed the possible causal effect of epistemological beliefs on conceptions about teaching and learning. All these analyses tended to support the suggested views in literature that teachers’ conceptions about teaching and learning are beliefs driven. Implications were drawn for future research in teacher education with respect to the relation of epistemological beliefs and teaching/learning conceptions in different cultures. 相似文献
2.
Yan Dong Yue-Yue Yu Jui-Chi Wu Chin-Chung Tsai 《Interactive Learning Environments》2015,23(2):250-266
The main purpose of this study was to examine the relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online. Data were collected from 449 higher education students (152 college students and 297 graduate students) in Beijing via two self-reported questionnaires: one was the Epistemic Beliefs Questionnaire (EBQ), including four scales (Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge, and Certainty of Knowledge); the other was the Online Judgmental Standards of Searching for Literature Questionnaire (OJSSLQ), consisting of six scales (Multiple sources, Authority, Content, Quantitative Indicators, Clarity, and Ease of Access). Through exploratory factor analyses, this study confirmed the reliability and validity of the EBQ and OJSSLQ. Further analyses indicated that there were significant differences between college and graduate students for the Content and Ease of Access judgmental standards of searching for literature online whereby graduate students had higher standards for these two factors, but there were no differences for the other factors. Correlation analysis between the EBQ and OJSSLQ was conducted for the college and graduate students. An interplay between the students' epistemic beliefs and their evaluative standards of searching for literature online was found. For example, the results indicated that both college and graduate students with the epistemic belief that learning requires great efforts and processes (Learning Effort/Process) had the tendency to judge the academic information by the standards of Authority and Content (i.e. checking the authority of literature or carefully reading the content). This study also found that epistemic beliefs might increasingly play a role in the students' judgmental standards of searching for literature online as they progressed into advanced study. 相似文献
3.
A survey study was conducted to investigate the epistemological beliefs of 352 student teachers of the Hong Kong Institute of Education. Schommer's 63-item questionnaire was used in the survey study with Schommer's 12 conceptual subscales as variables in Principal Axis Factoring (PAF) analysis followed by varimax and oblimin rotation. Three factors were generated with an eigen value of 1.00 as cut-off. Some features distinct from Schommer's studies were identified. The three factors were complex, with two to three subscales representing different dimensions loaded together. The subscale concerned with Omniscient Authority, which was not reported in Schommer's findings, substantively loaded in one of the factors. Social-cultural factors were suggested to account for the apparent differences in factor structure obtained in this study, with implications drawn for teacher education. Revision of Schommer's questionnaire was suggested to study epistemological beliefs for local context. 相似文献
4.
《Contemporary educational psychology》2002,27(3):415-449
This study explored the domain specificity of students' beliefs about academic knowledge in three related studies. Using a four-factor model as an initial framework, a series of domain-specific items about mathematics and history was developed. In Study I, these items were administered to 182 undergraduates, and the psychometric properties and underlying factor structure were examined via exploratory factor analysis. In Study II, the modified instrument, the Domain-Specific Beliefs Questionnaire (DSBQ), was administered to 633 students and a confirmatory factor analysis was conducted. A subsample of participants' responses on the DSBQ was also compared to responses on Schommer's epistemological questionnaire. Study III involved a second confirmatory factor analysis using data from a new sample (n = 523). Those data were examined for potential gender differences. Overall, the results of this investigation suggested that students possess certain domain-specific beliefs about knowledge in mathematics and history. Further, a significant moderate relationship between the DSBQ and Schommer's questionnaire provided some evidence of domain-generality in undergraduates' epistemological beliefs. 相似文献
5.
Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur 《Learning and individual differences》2009,19(1):71-79
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. 相似文献
6.
《The Journal of educational research》2012,105(2):120-127
Abstract Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1,200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned. 相似文献
7.
A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments. 相似文献
8.
学生的理想学生观念反映了学生作为学习者的自我认识,并对其受教育动机和愿望有重要影响,而教师的理想学生观念与教室内主流的教育教学模式紧密相关。研究采用半结构式问卷的方法,让教师和学生罗列出他们认为理想学生应具备的最重要的五项特征。研究结果表明,小学教师和学生的理想学生观念主要体现在学习、道德、行为和身心发展四个类别上,其中学生的理想学生观念中成绩好非常重要,但对学习动机、学习能力和学习习惯的重视程度不高;而教师的理想学生观念中最重要的是学生的品德,教师对学习成绩、学习动机和学习能力的重视程度较高,对学习习惯的重视程度较低。教师与学生的理想学生观念存在差异,且他们的观念与国家课程改革提出的教育目标也存在差异。 相似文献
9.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. 相似文献
10.
11.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献
12.
This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning. 相似文献
13.
Students' epistemological beliefs about scientific knowledge and practice are one important influence on their approach to learning. This article explores the effects that students' inquiry during a 4‐week technology‐supported unit on evolution and natural selection had on their beliefs about the nature of science. Before and after the study, 8 students were interviewed using the Nature of Science interview developed by Carey and colleagues. Overall, students held a view of science as a search for right answers about the world. Yet, the inconsistency of individuals' responses undermines the assumption that students have stable, coherent epistemological frameworks. Students' expressed ideas did not change over the course of the intervention, suggesting important differences between students' talk during inquiry and their abilities to talk epistemologically about science. Combined with previous work, our findings emphasize the crucial role of an explicit epistemic discourse in developing students' epistemological understanding. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 369–392, 2003 相似文献
14.
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college
students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge
on four measures of the cognitive components (elaboration, rehearsal, organization, metacognition) and four measures of the
behavioral components (effort regulation, management of time and study environment, peer learning, help seeking) of self-regulated
learning strategies. Students with more sophisticated beliefs about the nature of knowledge and learning were more likely
than their peers to use educationally productive cognitive and behavioral strategies in their learning. Beliefs about one’s
ability to learn had the most significant and substantial effects, and the structure of knowledge had the second most significant
and substantial effects on students’ use of self-regulated cognitive and behavioral learning strategies. Although a student’s
belief about the stability of knowledge by itself had a statistically significant effect on only one learning strategy, this
belief served as moderator for six of the 11 statistically significant interaction effects of epistemological beliefs on the
use of cognitive and behavioral learning strategies. Implications of these findings for theory, research, policy and practice
are examined. 相似文献
15.
The Inventory of Learning Processes (ILP), originally developed by Schmeck et al. (1977), assesses individual differences in information processing styles of college level students. The inventory consists of four scales: Deep Processing (DP), Methodical Study (MS), Fact Retention (FR), and Elaborative Processing (EP). Three aspects of the ILP scales have been studied for 9th and 11th grade high-school students. First, the internal consistency reliabilities of the ILP scales, two of which DP and MS were satisfactory. Second, the factor structure obtained in this study included three out of the four original factors. FR was not reconstructed. Third, the relationship between academic achievement and information processing of high-school students have been analyzed. Deep Processing (DP) came out as the most prominent style in its relation to academic achievement, particularly among the younger students. 相似文献
16.
Learners enter the classroom with informal ideas (alternative conceptions) about scientific phenomena; these ideas affect how the corresponding scientific explanations are learned. In addition, studentsÕ epistemological beliefs concerning learning influence achievement. This study investigated the effects of a constructivist versus objectivist learning environment on college studentsÕ conceptual change, using a computer simulation of the human cardiovascular system as an instructional tool. This study also investigated the interaction between constructivist versus objectivist learning situations and the studentsÕ epistemological beliefs. The constructivist approach resulted in significantly greater conceptual change than the objectivist approach for 2 of 6 commonly held alternative conceptions; the other 4 of 6 areas showed no significant differences for treatment group. More important, however, the treatment interacted significantly with epistemological beliefs. Individuals with more advanced epistemological beliefs learned more with a constructivist treatment; individuals with less developmentally advanced beliefs learned more with an objectivist treatment. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 145–160, 1998. 相似文献
17.
Suhkyung Shin 《Interactive Learning Environments》2016,24(8):2032-2047
This study investigates how scaffolding type and learners’ epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level. 相似文献
18.
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what
types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics
of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth,
seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this
study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer
epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge
of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a
four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses
revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES.
Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed
to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological
beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study.
It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. 相似文献
19.
Dana L. Zeidler Benjamin C. Herman Mitch Ruzek Anne Linder Shu‐Sheng Lin 《科学教学研究杂志》2013,50(3):251-283
The purpose of this investigation was to examine, from a cross‐cultural perspective, students' epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity. Mediating factors associated with students' argumentation and discourse about SSI, as well as the public's understanding of science, has been identified as an important area of investigation in the field of science education. This mixed‐methods design included over 300 students from Jamaica, South Africa, Sweden, Taiwan, and the United States. Students responded to instruments designed to assess their epistemological conceptualizations and justifications related to distributive justice, allocation of scarce medical resources, and epistemological beliefs over five dimensions related to scientific knowledge. Four iterations of a coding scheme produced over 97% inter‐rater agreement for four independent coders. Results indicate there is a consistent trend toward epistemological congruity across cultures within inductively derived themes of: (1) Fairness; (2) Pragmatism; (3) Emotive Reasoning; (4) Utility; and (5) Theological Issues. Moreover, there were no discernable differences in terms of how students from these countries presented their beliefs on the sub‐categories of each of the five major categories. It appears that students displayed a high degree of congruence with respect to how they frame their reasoning on this SSI as well as their justifications for their epistemological beliefs. There were statistically significant differences regarding the ability to raise scientifically relevant questions among countries. Commonalities as well as distinguishing characteristics in epistemological orientations are compared and contrasted and connections to a model of socioscientific reasoning with implications for research and pedagogy are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:251–283, 2013 相似文献
20.
The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献