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1.
Andrew Noyes 《Teaching Education》2013,24(3):243-256
Whilst participation in higher education has increased dramatically over the last two decades, many universities are only now beginning to pay more attention to the learning experiences of first year students. It is important for universities to understand how first year students conceive of learning and knowing in order to promote effective approaches to learning. Even though an extensive body of research demonstrates that beliefs about learning and knowing influence student approaches to learning and learning outcomes, there has been no Australian research that has investigated this critical learner characteristic across first year university students. This paper reports on preliminary data from an ongoing longitudinal study designed to investigate first year students’ beliefs about knowing and learning (epistemological beliefs). Students from teacher education and creative industry faculties in two Australian universities completed the Epistemological Beliefs Survey (EBS) in the first week of their first semester of study. A series of one‐way ANOVA using key demographics as independent variables and the EBS factor scores as dependent variables showed that epistemological beliefs were related to the course of study, previous post‐school education experience, family experience at university, gender, and age. These data help us to understand students’ beliefs about learning and knowing with a view to informing effective learning in higher education. 相似文献
2.
Jo Brownlee Donna Berthelsen Stephanie Dunbar Gillian Boulton-Lewis Pam McGahey 《The Australian Educational Researcher》2008,35(3):135-153
Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and
learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching
and learning in the technical and further education (TAFE) context in Australia. Seventeen 1st and 2nd year child care students studying for a Diploma in Children's Services were interviewed about the nature of their epistemological
beliefs. The findings revealed new ways of thinking about evaluativistic beliefs, described as “practical evaluativism”. These
beliefs may have implications for the way in which students evaluate theory and practice for implementation in their own child
care practice. 相似文献
3.
20年来国际物理教育研究一直致力于研究学生物理学习态度——对物理的本质和物理学习方法的认识。本文使用卡罗拉多科学（物理）学习态度的测试量表（Colorado Learning Attitudes about Science Survey简称CLASS）,对物理学科免费师范生在大学一年级到四年级以及毕业后工作的前两年期间物理学习态度的发展变化进行量化研究,并通过对学生的访谈对量化研究结果进行互证。 相似文献
4.
Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
5.
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
6.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 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.
Personal epistemology and relational pedagogy in early childhood teacher education programs 总被引：1，自引：1，他引：1
Joanne Brownlee Donna Berthelsen 《Early Years: An International Journal of Research and Development》2006,26(1):17-29
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice. 相似文献
9.
Preservice teacher education students’ epistemological beliefs and conceptions about learning 总被引：1，自引：0，他引：1
Kwok-Wai Chan 《Instructional Science》2011,39(1):87-108
A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs
and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions
of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions
of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological
beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory
factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships
with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students’
learning. The paper concludes with implications drawn for the future direction of educational practices and research. 相似文献
10.
We examine the relationship between high school students' beliefs about the nature of knowledge, or epistemological beliefs, and their attitudes toward education. High school students completed an epistemological questionnaire assessing their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge. Then they answered open-ended questions on a hypothetical character named Billy. They were to advise Billy if he should go on to college even though his grades were poor and his parents had no money. Finally, they completed questions about their own feelings toward high school and their expectations of the demands of college. Attitudes toward school were then regressed on epistemological belief factor scores. The less students believed in fixed ability to learn and quick learning, the more likely they were to encourage Billy to go to college and to appreciate the role of school in furthering their education, gaining employment, and living everyday life. 相似文献
11.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
12.
13.
《Contemporary educational psychology》2004,29(2):129-163
The study of personal epistemology has typically addressed the theories and beliefs that individuals hold about knowledge and knowing, and the way in which such epistemological perspectives are related to academic learning. This qualitative, exploratory case study focuses on the epistemology of instructional practices as interpreted by students in two versions of introductory-level college chemistry, each with different underlying epistemological assumptions. Classroom observations and interviews of 25 first-year students provide a contextualized perspective on the dimensionality of beliefs as identified in the literature: certainty of knowledge, simplicity of knowledge, source of knowledge, and justification for knowing. This research suggests that students’ perceptions of instructional practices are interpreted through the lens of their epistemological assumptions, but that such perspectives are evolving and instructors may influence them in multiple ways. 相似文献
14.
How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and
beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic
strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results
from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in
academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics
as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables.
Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view.
In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the
perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when
extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic
curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning.
In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked
to epistemological attitudes and beliefs. 相似文献
15.
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs
about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs
result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and
a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are
perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to
explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic
of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts
to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic
scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining
vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena
and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many
disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for
a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction. 相似文献
16.
17.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
18.
The uneven distribution of knowledge within modern societies requires a reliance on sources (e.g., reference books, teachers,
the Internet) in addition to own experience. Most scientific issues are far too complex to be understood in any depth by laypersons.
Successful knowledge acquisition comprises the ability to vary the amount of sources used and to appreciate different sources
in different contexts. Epistemological beliefs (i.e., learners’ beliefs on the nature of knowledge and knowing) might affect
this task. We report research on secondary school students’ decisions about the amount of sources they would use and their
source appreciation (the perceived usefulness of several sources), the impact of epistemological beliefs on such decisions,
and their adaptivity to the contextual circumstances of the information search. After exposure to an experimentally induced
epistemological sensitization, the students provided information on how they would proceed to confirm given knowledge. Study
1 explored the amount of sources (source quantity and access approaches). Study 2 investigated the perceived usefulness of
several sources (source appreciation). Results showed an increase in the amount and appreciation of sources in a high-involving
context and after sophisticated sensitization. More sophisticated beliefs led to a larger increase in the amount of sources
in a high-involving context. Furthermore, epistemological beliefs predicted the difference in source appreciation between
contexts. Conclusions are drawn for the use of sensitization and the teaching of digital literacy in schools. 相似文献
19.
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
20.
To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms – ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning. 相似文献