Combination of Interventions Can Change Students' Epistemological Beliefs

Autor/inn/en	Kalman, Calvin S.; Sobhanzadeh, Mandana; Thompson, Robert; Ibrahim, Ahmed; Wang, Xihui
Titel	Combination of Interventions Can Change Students' Epistemological Beliefs
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 2, S.020136-1 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.020136
Schlagwörter	Foreign Countries; College Students; Intervention; Attitude Change; Student Attitudes; Epistemology; Beliefs; Hypothesis Testing; Expertise; Metacognition; Learning Activities; Physics; College Science; Science Education; Research Design; Semi Structured Interviews; Questionnaires; Attitude Measures; Reflection; Writing (Composition); Hermeneutics; Writing Assignments; Introductory Courses; Experimental Groups; Control Groups; Comparative Analysis; Statistical Analysis; Persuasive Discourse; Essays; Teaching Methods; Science Process Skills; Student Improvement; Educational Experience; Pretests Posttests; Scores; Canada; Canada (Montreal) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Attitudinal change; Einstellungsänderung; Schülerverhalten; Erkenntnistheorie; Belief; Glaube; Hypothesenprüfung; Hypothesentest; Expert appraisal; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernaktivität; Physik; Naturwissenschaftliche Bildung; Forschungsdesign; Fragebogen; Schreibübung; Hermeneutik; Einführungskurs; Statistische Analyse; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungserfahrung; Kanada
Abstract	This study was based on the hypothesis that students' epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline- Focused Epistemological Beliefs Questionnaire (DFEBQ) we demonstrate that the beliefs of novice science learners became more expert-like on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing) with one or more types of in-class active learning interventions can promote positive change in students' epistemological beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01