Developing Instruments Concerning Scientific Epistemic Beliefs and Goal Orientations in Learning Science: A Validation Study

Autor/inn/en	Lin, Tzung-Jin; Tsai, Chin-Chung
Titel	Developing Instruments Concerning Scientific Epistemic Beliefs and Goal Orientations in Learning Science: A Validation Study
Quelle	In: International Journal of Science Education, 39 (2017) 17, S.2382-2401 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Tzung-Jin) ORCID (Tsai, Chin-Chung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1384593
Schlagwörter	Scientific Attitudes; Student Surveys; High School Students; Epistemology; Factor Analysis; Goal Orientation; Validity; Reliability; Measures (Individuals); Mastery Learning; Foreign Countries; Path Analysis; Student Attitudes; Science Education; Factor Structure; Learning Processes; Taiwan + Suchen Sie Ihr Suchwort? Schülerbefragung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Faktorenanalyse; Zielorientierung; Zielvorstellung; Gültigkeit; Reliabilität; Messdaten; Ausland; Pfadanalyse; Schülerverhalten; Naturwissenschaftliche Bildung; Faktorenstruktur; Learning process; Lernprozess
Abstract	The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as "Development of Knowledge," "Justification for Knowing," and "Purpose of Knowing" tended to adopt both "Mastery-approach" and "Mastery-avoidance" goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence ("Performance-approach") if they had more informed epistemic beliefs in the dimensions of "Multiplicity of Knowledge, Uncertainty of Knowledge," and "Purpose of Knowing." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01