A conceptual model of relationships among constructivist learning environment perceptions,epistemological beliefs,and learning approaches |
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| Authors: | Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur |
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| Institution: | 1. Department of Educational and Counselling Psychology, McGill University, Canada;2. Department of Psychology, University of Munich, Germany;3. Rossier School of Education, University of Southern California, United States;4. Department of Psychology, North Carolina State University, United States;5. Department of Educational Psychology, University of Oklahoma, United States;1. Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Kowloon, Hong Kong;2. National Institute of Education Learning Sciences and Technologies Academic Group, National Institute of Education, 1 Nanyang Walk, Singapore 637616, Singapore |
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| Abstract: | 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. |
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