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1.
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   

2.

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   

3.
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   

4.
Abstract

This paper explores the epistemological dimensions in the thinking of adolescent girls. Using two different kinds of data ‐‐ (1) typical constructions of moral conflicts reported by adolescent girls that reveal either a justice or care (response) focus; and (2) girls’ responses to a story completion exercise ‐‐ this paper identifies epistemological perspectives in girls’ thinking that link ideas of self, knowing and morality. An hypothesized model of ‘learner's interests and goals’ and ‘approaches to knowing’ related to these conceptions of self and morality is presented and implications for teaching are discussed.  相似文献   

5.
ABSTRACT

In recent years, research on students’ scientific competencies has generated much discussion. According to the PISA 2015 Assessment and Analytical Framework, both scientific competencies and attitudes towards science – interest in science, valuing scientific approaches to enquiry (or epistemological beliefs about science), and environmental awareness – are integral aspects of scientific literacy. However, few studies have focused on the relationships between them. This article examines how students’ scientific competencies are affected by their attitudes. Based on a theoretical analysis, the present study argues that the three attitudinal factors have a direct impact on scientific competencies, interest has an immediate influence on the other two attitudes, and epistemological beliefs are directly affected by environmental awareness. To test this hypothesis, a model was constructed to verify such relationships. PISA 2015 assessment instruments were used for data collection. The participants were 25,658 students from different parts of China, containing Beijing, Shanghai, Jiangsu, Guangdong, Taiwan, Hong Kong, and Macao. Structural Equation Modelling (SEM) was employed for data analysis. The results confirmed our hypothesis. The way in which Chinese students’ attitudes affected their scientific competencies did not differ (to a statistically significant level) by gender or district. The limitations and implications of this research are discussed below.  相似文献   

6.
《牛津教育评论》2013,39(3-4):451-465

The many knowledge inputs that underpin teaching can be categorised in various ways depending on point of view and analytical purpose. Five different ways of describing the knowledge base are set out here. None is considered satisfactory in terms of addressing how teachers access their knowledge base or how classroom behaviour is affected by different knowledge inputs. A new model is presented, deriving from Lonergan's (1957) epistemological analysis of common sense. This is predicated on a concept of teaching as an intelligent, knowledge-based activity and takes proper account of teachers' professionalism.  相似文献   

7.
ABSTRACT

Little research examines how epistemological constructs affect the consultation process in schools. We consider how the epistemological constructs of (a) intellectual humility and (b) moral foundations may moderate the effectiveness of consultee-centered consultation. We define the constructs and provide examples of their potential influences on consultee-centered consultation. Then we provide four areas of investigation for future research on the epistemologies of school-based consultation.  相似文献   

8.

Educators assume a positive relationship between epistemological development and learning. But our understanding of this relationship is limited because it focuses mostly on higher education, and supporting data are biased by gender, ethnicity, and geography. The purpose of this study was to identify factors that encourage changes in Malaysian women's epistemology. Within a cultural framework, two questions guide this study: (a) How does higher education stimulate changes in epistemology in other cultural contexts, and (b) What factors other than higher education encourage changes in epistemology? Based on constant comparative analysis of in-depth interviews with 14 Malaysian women, the author identified three cultural factors that encourage transformation of thinking and knowing: family support of education for women and girls, formal and informal learning experiences, and extended international opportunities. Epistemological development occurs as a woman negotiates conflict between her cultural and personal models of self.  相似文献   

9.
ABSTRACT

Key studies in history education (from France and the USA) are discussed and compared in order to explore their methodological issues in terms of the types of knowledge they can generate about teaching and learning. An epistemological framework that relates the history of historians as an inquiry to that of the classroom provides the criteria for this comparative analysis, which is inscribed in Abbott’s epistemologico-institutional social sciences analysis through the identification of two basic debates that structure history education research, namely subject-matter knowledge vs pedagogical practices, and teaching and learning rules of methods vs habits of thinking. This analysis points out the conditions for the development of a formative school history inquiry (to have students work on their own explanations, to put into play their set of beliefs about history), which determine the modalities of a specific action research. These modalities are detailed by the example of an action research on the case of the teaching of the French Revolution in the last grade of primary school: the sharing of pedagogical (by the professor) and academic (by the researchers) decisions, the collective production of data throughout the process.  相似文献   

10.
Epistemological beliefs and self-regulated learning with hypertext   总被引：3，自引：0，他引：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   

11.

Theoretical writings on policy analysis have often dealt with the problem of adjudicating value issues as well as the problem of complexity. Since both these problems are ultimately epistemological in character, this paper explores their structure from a less familiar non‐foundational, coherentist epistemological framework, within the context of the synoptic/anti‐synoptic debate in policy analaysis. The paper argues against a sharp distinction between fact and value in policy choice, and recommends the gradual replacement of ubiquitous folk psychological simplifying assumptions in favour of scientific ones, where predictions systematically lapse, as a step towards dealing with complexity.  相似文献   

12.

Relationships between students’ perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students’ perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.

  相似文献   

13.
Abstract

This article discusses an analysis of abstracts of Brazilian theses and dissertations on environmental education from a database organised and maintained by a group of researchers in the EArt Project (www.earte.net). In presenting extracts of key trends in this dataset, our aim is to provide a snapshot of the many possible approaches to, and histories of, Brazilian environmental education research. The data also allow us to raise some questions that explore possible ‘blank spots’, ‘blind spots’ and ‘bald spots’ in Brazilian research on environmental education. Given the temporal development of the research field since the 1980s, we illustrate these ‘spots’ by exploring data related to epistemological and methodological diversity, from the viewpoint of knowledge areas as well as the graduate programmes that have been developing research on environmental education. Finally, we draw a picture of the methodological trends that have been privileged by Brazilian researchers, and pose questions as to what is needed in shaping an agenda for research on environmental education in Brazil into the future.  相似文献   

14.
Recent research has shown interest in studying the relationship between epistemological beliefs and numerous aspects of learning. A new question interests us: Is this kind of relationship homogeneous across cultures? This study focuses on the relationship between epistemological beliefs, learning conceptions, and approaches to study. A sample of Chinese (n = 299) and Flemish (n = 324) first-year university students in Beijing, China and Flanders were involved in the study. A structural equation model (SEM) relating the three concepts was applied to the sample data, largely confirming the theoretical assumptions. The results validated the postulation that epistemological beliefs predict students' conceptions of learning, which in turn are related to specific approaches to study. Multiple group analysis using SEM was applied and the structural weights model was confirmed across the two cultural groups. Mean level variations of the three main concepts were detected between the Chinese and Flemish groups. The results identified in the study offer valuable contributions to a deeper understanding of the interplay between epistemological beliefs and student learning from a cross-cultural perspective. Implications for learning and instruction are discussed.  相似文献   

15.
Most of secondary school science curricula discriminate neatly between two types of activity: knowing the world, on the one hand, and reflecting upon this knowledge, on the other. Moreover, this knowledge is usually based on an empiricist epistemology. The conceptual structure of a part of a typical secondary school physics curriculum is analysed from this point of view. This epistemological rationale causes difficulties in the understanding of scientific concepts which are predictable from the standpoint of the assimilation theory of Ausubel (1978). The difficulties are a consequence of the arbitrariness and lack of intelligibility of the concepts and problems presented to the student. Finally, a different epistemological rationale is proposed: that provided by genetic epistemology.  相似文献   

16.
Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.  相似文献   

17.
Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education.  相似文献   

18.

In this article, I argue that the term “sexual orientation” serves as a mechanism for preserving heteronormative hegemony, with the proposed concept of “relational orientation” encouraging a richer theoretical analysis of the factors that shape identity. The relational orientation approach establishes a more holistic representation of lesbian, gay, and bisexual (LGB) individuals by granting primacy to romantic partnering choices, as opposed to the traditional emphasis on sexual behavior alone that ultimately functions to derogate this community. Furthermore, the model invites exploration of how the dynamics of all social relationships are profoundly and divergently shaped by one's “orientation.” By promoting greater understanding, this discursive framework offers educators a valuable epistemological and pedagogical tool that has the potential to lead to significant personal and societal transformation.  相似文献   

19.
Abstract

Placement mentors’ role increasingly implies demonstrating to student teachers how research-based knowledge in combination with experience-based knowledge may be relevant in teachers’ professional work. This is a challenge. Placement mentors are often unsure how to make sense of research-based knowledge. Frequently there is a mismatch between what they say they can do and what they actually show they are able to do. This paper explores how placement mentors’ reasoning is formed by their lack of power to define what research-based knowledge consists of. The analysis in this paper is based on an investigation of the epistemological premises that placement mentors rely on when they validate research-based knowledge. The theoretical–analytical point of departure is Michel Foucault’s conception of power-knowledge.  相似文献   

20.

The controversy centred on the notion of competence involves epistemological, ethical, and political considerations. Progress with analysing these objections entails classifying such criticisms into those which are integral to the concept of competence, and those which are not. Problems and their resolution can then be conducted within an appropriate framework. Ethical and political considerations concern the appropriateness or otherwise of competence-based schemes within the values of a democratic society. Objections on these grounds, though serious, are not considered fatal to competence-based schemes and they can be met by including more traditional courses within a person's total educational experience. However, analysis reveals that epistemological problems are the most serious difficulties facing competence-based schemes. Competence-based schemes appear to be committed to two different theories of knowledge and meaning. On the one hand, behavioural performances presume that knowing means behaving in a required fashion, and on the other hand, underpinning knowledge presumes that knowing means possessing the causal mental concepts which produce the required behaviour. Such a position is fundamentally incoherent, with the result that such schemes need reformulating with one coherent theory of meaning and one agreed epistemology.  相似文献   

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