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1.
Tzung-Jin Lin 《International Journal of Science Education》2013,35(17):2382-2401
ABSTRACTThe purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing. 相似文献
2.
Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. 相似文献
3.
This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome. 相似文献
4.
Chin-Chung Tsai Hsin Ning Jessie Ho Jyh-Chong Liang Hung-Ming Lin 《Learning and Instruction》2011,21(6):757-769
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. 相似文献
5.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
6.
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
7.
《Journal of Experimental Education》2012,80(1):1-26
AbstractWe examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity. 相似文献
8.
Melissa Glackin 《International Journal of Science Education》2016,38(3):409-433
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning. 相似文献
9.
This study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning. 相似文献
10.
This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative
assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, Case Study Research
in Educational Settings, 1999), the singularity of one tutor’s reported pedagogical practice was explored through focus-group discussion. Qualitative analysis
of the data, theoretically informed by phenomenography, suggested that the tutor’s reported practice, when compared with that
of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions
can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning.
It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking
—as outlined in the first part of this paper—is a prerequisite for constructing domain-specific pedagogical intentions for
developing learners’ critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates
the risk of educationally important aspects of learning being overlooked. (De Corte, Learning and Instruction 10:249–266,
2000). 相似文献
11.
Hsin-Ning Jessie Ho 《International Journal of Science Education》2013,35(16):2688-2707
This study explores the relationships among Taiwanese high school students’ scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students’ absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students’ deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students’ curiosity and interest in engaging deeply in science learning. 相似文献
12.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
13.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. 相似文献
14.
Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns = 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies. 相似文献
15.
ABSTRACTDespite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies. 相似文献
16.
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online
information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific
beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition
and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online
information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses
were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty,
source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition.
Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs
about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings
revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet
sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well
as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification
of the knowledge accessed concerning the topic. 相似文献
17.
“学习能量”有关学习的倾向、态度和价值观,是英国教育界近年来出现的讨论“学会学习”的一种新的话语.它包含了改变与学习、意义建构、探究意识、创造力、学习关系、战略意识和心理弹性七大维度.“有效终身学习指标”作为其动态测评工具,对教学和科研的意义重大.“学习能量”为切实改进教学法、进行课程变革、开展个性化学习以及发展终身学习型社会提供了有力的理论依据和实践框架.它最大的创新之处在于激发并解放了学习者终身学习的能动性,对进一步深化中国的教育改革有着重要的启示. 相似文献
18.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics. 相似文献
19.
ABSTRACTThis study aimed to examine high school students’ learning strategies in relation to their epistemic views and conceptions of learning in the discipline of biology through a structural equation modelling technique. A total of 247 high school students (168 males) participating in this study completed 3 questionnaires, the Epistemic Views of Biology (EVB), the Conceptions of Learning Biology (COLB), and the Strategies of Learning Biology (SLB). The results supported the hypothesised model proposed in this study, and a new factor of ‘Increase one’s Knowledge and Understanding,’ reflecting the feature of high school students’ biology learning, and serving an important role in biology learning, was identified in this study. In addition, students’ epistemic views were associated with their conceptions of learning, which consequently correlated to their learning strategies. More specifically, the EVB of ‘Uncertainty’ negatively related to lower COLB, which consequently positively related to Surface Strategies, whereas the EVB of ‘Justification’ was positively correlated to higher COLB as ‘Increase one’s Knowledge and Understanding,’ which in turn was correlated to Deep Strategies. According to the research findings, theoretical and practical suggestions for future research are provided. 相似文献
20.
Exploring epistemological approaches and beliefs of middle school students in problem-based learning
《The Journal of educational research》2012,105(6):643-655
AbstractThe authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and posttests, videotaped class sessions, retrospective interviews, and pre- and post-cognitive interviews. Quantitative data were collected and analyzed from 59 students, while the qualitative subsample consisted of 15 students. Engaging in problem-based learning led to a significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average-achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems, including as small groups and in discussions with the teacher. 相似文献