Relationships between epistemological beliefs and conceptual understanding of evolution by natural selection.

Autor/inn/en	Baytelman, Andreani; Loizou, Theonitsa; Hadjiconstantinou, Salomi
Titel	Relationships between epistemological beliefs and conceptual understanding of evolution by natural selection. Paralleltitel: Razmerja med epistemoloskimi verjetji in pojmovnim razumevanjem evolucije z naravno selekcijo.
Quelle	In: CEPS journal, 13 (2023) 1, S. 63-93Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26452 10.26529/cepsj.1484
URN	urn:nbn:de:0111-pedocs-264525
Schlagwörter	Multiple-Choice-Verfahren; Auslese; Biologieunterricht; Naturwissenschaftlicher Unterricht; Schüler; Schuljahr 12; Erkenntnistheorie; Evolution; Zypern; Entdeckendes Lernen; Überzeugung; Multiple-Choice-Verfahren; Schuljahr 12; Schüler; Entdeckendes Lernen; Biologieunterricht; Evolution; Messverfahren; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Überzeugung; Auslese; Zypern
Abstract	This study researches relationships between 12th-grade students' epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (a) epistemological beliefs towards science before the intervention of being taught evolution n (b) conceptual understanding of evolution by natural selection after evolution intervention, (c) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students' epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students' epistemological beliefs. Our results indicate that participants' initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants' epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1