Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students |
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| Authors: | Chin-Chung Tsai Hsin Ning Jessie Ho Jyh-Chong Liang Hung-Ming Lin |
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| Institution: | aGraduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei 106, Taiwan;bGraduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei 106, Taiwan;cDepartment of Business Administration, Minghsin University of Science and Technology, No. 1 Hsin Hsin Road, Hsin Feng, Hsin Chu, Taiwan |
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| Abstract: | This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science. |
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| Keywords: | Epistemic beliefs Conceptions of learning Self-efficacy Science learning Science education |
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