Examining epistemic beliefs across conceptual and procedural knowledge in statistics.

Autor/inn/en	Muis, Krista R.; Franco, Gina M.; Gierus, Bogusia
Titel	Examining epistemic beliefs across conceptual and procedural knowledge in statistics.
Quelle	In: ZDM : mathematics education, 43 (2011) 4, S. 507-519 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-011-0337-2
Schlagwörter	Wissen; Bildungsforschung; Pädagogische Forschung; Vorstellung (Psy); Erkenntnis; Statistik; Repräsentation
Abstract	The purpose of this paper was to examine whether students' epistemic beliefs differed as a function of variations in procedural versus conceptual knowledge in statistics. Students completed Hofer's (Contem Edu Psychol 25:378-405, 2000) Discipline-Focused Epistemological Beliefs Questionnaire five times over the course of a semester. Differences were explored between students' initial beliefs about statistics knowledge and their specific beliefs about conceptual knowledge and procedural knowledge in statistics. Results revealed differences across these contexts; students' beliefs differed between procedural versus conceptual knowledge. Moreover, students' initial beliefs about statistics knowledge were more similar to their beliefs about conceptual knowledge rather than procedural knowledge. Finally, regression analyses revealed that students' beliefs about the justification of knowledge, attainability of truth and source of knowledge were significant predictors of examination performance, depending on the examination. These results have important theoretical, methodological and pedagogical implications.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/3