Do Sophisticated Epistemic Beliefs Predict Meaningful Learning? Findings from a Structural Equation Model of Undergraduate Biology Learning

Autor/inn/en	Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Do Sophisticated Epistemic Beliefs Predict Meaningful Learning? Findings from a Structural Equation Model of Undergraduate Biology Learning
Quelle	In: International Journal of Science Education, 38 (2016) 15, S.2327-2345 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1240384
Schlagwörter	Epistemology; Biology; Science Instruction; Science Education; Structural Equation Models; Undergraduate Students; Beliefs; Constructivism (Learning); Young Adults; Questionnaires; Learning Strategies; Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Belief; Glaube; Young adult; Junger Erwachsener; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse
Abstract	This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely "multiple-source," "uncertainty," "development," and "justification." COLB is further divided into "constructivist" and "reproductive" conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students' epistemic beliefs of "uncertainty" and "justification" in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and "uncertainty" was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that "uncertainty" predicted surface strategies through the mediation of "reproductive" conceptions; and the relationship between "justification" and deep strategies was mediated by "constructivist" COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01