• Title, Summary, Keyword: Epistemological beliefs

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Analysis of Relation between Features of Sixth Grade Elementary Students' Epistemological Beliefs about Science and Factors Related Students' Learning (6학년 학생의 과학에 대한 인식론적 신념과 학습 관련 요소들과의 관계 분석)

  • Won, Jeong-Ae;Paik, Seoung-Hey
    • Journal of Korean Elementary Science Education
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    • v.30 no.3
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    • pp.282-295
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    • 2011
  • Prior research has reported that student epistemological beliefs might affect their participation in learning and the process of conceptual change. The purposes of this study were to investigate the characteristics of sixth grade students epistemological beliefs about science and the relation between their epistemological beliefs about science and factors related their learning. For this research questions, 245 sixth grade students participated and various test instruments were used in this study. Students answered two types of questionnaires on epistemological beliefs about science and three test instruments on factors related students' learning(achievement in science, science inquiry skills, and cognitive levels). The results of this study were as follows. First, a large number of elementary school students believed that the purpose of science to perform activities like simple experiments. A lot of students believed that scientific knowledge was changeable according to the nature of scientific knowledge and that scientific knowledge could be learnt on their own. Also, many students believed experiment results to be basis on which to form personal scientific conceptions. Second, students who believed in more modern epistemology about science represented higher levels of science learning achievement, science inquiry skills, and cognitive levels. Therefore, when developing science curriculum, science educators need to consider how to develop student modern epistemological beliefs about science.

An Investigation of Elementary School Teachers' Epistemological Beliefs about Science on the Bases of Their Strategies for Coping with Critical Incidents (위기 상황에의 대처 전략을 통한 초등교사들의 과학에 대한 인식론적 신념 연구)

  • Han, Su-Jin;Lee, In-Hye;Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.30 no.1
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    • pp.61-70
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    • 2011
  • In this study, we examined the types and the characteristics of elementary school teachers' strategies for coping with critical incidents in science classes. Teachers' epistemological beliefs about science were then investigated on the bases of the types of their coping strategies. The teachers (N=107) in 23 elementary schools were asked to respond to an open-ended question about the critical incidents they had experienced in science classes and how to cope with them. Seven types of coping strategies were identified as follows: avoiding, reinterpretation, adjusting, prevaricating, justifying, exploring, and explaining. Among them, adjusting and justifying were the major strategies. In order to classify teachers' epistemological beliefs about science, their coping strategies were grouped into four categories such as transferring facts, constructing facts, transferring meanings, and constructing meanings. The results indicated that most teachers still possessed traditional epistemological beliefs about science. The potential of critical incidents as a probe for revealing teachers' epistemological beliefs about science is discussed.

Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students (고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력과 과학 학업성취도의 구조적 관계 분석)

  • Kim, Sue-Jin;Chung, Young-Lan
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.931-938
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    • 2015
  • In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

Pre-service Science Teachers' Epistemological Beliefs about Scientific Knowledge, Science Learning, and Science Teaching: Context Dependency of Epistemological Beliefs (예비 과학 교사의 과학, 과학 학습, 과학 교수에 대한 인식론적 신념: 인식론적 신념의 맥락 의존성)

  • Yoon, Hye-Gyoung;Kang, Nam-Hwa;Kim, Byoung-Sug
    • Journal of The Korean Association For Science Education
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    • v.35 no.1
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    • pp.15-25
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    • 2015
  • This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.

Case Study: A Preservice Teacher's Belief Changes Represented as Constructivist Profile

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.21 no.5
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    • pp.795-821
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    • 2001
  • This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

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Analyzing Epistemological Beliefs in Science as Perceived by Elementary School Students (초등학교 학생의 과학에 대한 인식론적 신념 분석)

  • Sung, Gi-Seok;Shin, Myeong-Kyeong;Kim, Eun-Jeong
    • Journal of the Korean earth science society
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    • v.41 no.2
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    • pp.147-154
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    • 2020
  • The purpose of this study was to analyze epistemological beliefs in science as perceived by elementary school students and to examine the purpose of science, the nature of scientific knowledge, the source of scientific knowledge, and the role of experimentation. The subjects of this study were 99 elementary school students. As a tool for examining epistemological beliefs in science, we used adapted questionnaires comprising elements constituting epistemological beliefs, as proposed by Elder (1999). The results of the analysis are as follows: First, in terms of the purpose of science, sixth graders had the most modern beliefs compared to other grades. Second, a statistical significance was found between fourth graders and students in other grades based on the analysis of the nature of scientific knowledge. Third, there was no significant difference in each grade's beliefs concerning the source of scientific knowledge or the role of the experiment.

Relationship between Preservice Science Teachers' Relativist Epistemology and their Pedagogical Beliefs (예비 과학교사들의 상대주의 인식론과 과학 교수·학습관 사이의 관련성)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.23 no.3
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    • pp.221-233
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    • 2002
  • This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

The Moderated Effects of Mathematics Test-preparation Strategies in the Relation between Elementary School Students' Epistemological Beliefs about Mathematics and Test Anxiety (초등학생의 수학 인식론적 신념과 시험불안의 관계에서 수학 시험준비전략의 조절효과 분석)

  • Yoo, Hyunseok;Yum, Sichang
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.365-382
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    • 2019
  • This study aimed to analyze the moderated effects of mathematics test-preparation strategies in the relation between elementary school students' epistemological beliefs about mathematics and test anxiety. The moderated effects were tested by using structural equation modeling with the Ping's two-step approach. The subjects were 810 6th graders (411 male, 399 female) from 13 elementary schools situated in G Metropolitan City. Tests for epistemological beliefs about mathematics, test anxiety, and mathematics test-preparation strategies were used as measurement scales. The results of this study were as follows. The moderated effects of mathematics test-preparation strategies in the relation between epistemological beliefs about mathematics and test anxiety were statistically significant. Higher level of epistemological belief about mathematics were linked to lower level of test anxiety, while lower level of epistemological belief about mathematics led to an increased influence of test-preparation strategies levels on test anxiety. Students who had higher levels of epistemological belief about mathematics displayed lower level of test anxiety when using high levels of test-preparation strategies. Students who scored lower in the epistemological belief about mathematics had lower level of test anxiety when employing low levels of test-preparation strategies. Therefore, to lower the level of test anxiety among elementary students, the intervention program need to consider the appropriate levels of test-preparation strategies in accordance with each student's level of epistemological belief about mathematics.

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A Study of Social Worker's Beliefs on the Nature of Scientific Knowledge and Practice Modes (사회복지사의 인식론적 신념과 지시적 실천정도)

  • You, Young-jun
    • Korean Journal of Social Welfare Studies
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    • no.36
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    • pp.227-252
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    • 2008
  • This study investigated the relation between social worker's beliefs on the nature of scientific knowledge which has been classified objectivism and constructivism and social work practice. As an epistemological position, constructivism is based on a view of knowledge that differs from that of objectivism, which holds that knowledge exists "out there" as objective truth. The focus of this paper is a examination on epistemological beliefs of social worker and social work practice. This paper proves that social work's epistemological beliefs have an effect on the practice modes. This research indicates that social works have a higher constructivist veiws than objectivist veiws on the nature of scientific knowledge. And social worker who have a high level of objectivism show a positive determinative mode. It has suggested that the constructive theory offers useful epistemology to the social worker who should deal with the clients in uncertain situations. In conclusion, a social worker with a high level of constructivism use an approach that creats a more equitable relationship between social worker and client. This perspective will allows cliens to participate in the formulation of theories in practice.

The Influences of Epistemological Beliefs on the Conceptual Change Processes in Learning Density (밀도 학습에서 인식론적 신념이 개념변화 과정에 미치는 영향)

  • Kang, Hun-Sik;Kim, Min-Young;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.27 no.5
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    • pp.412-420
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    • 2007
  • In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.