A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches

Autor/inn/en	Ozkal, Kudret; Tekkaya, Ceren; Cakiroglu, Jale; Sungur, Semra
Titel	A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches
Quelle	In: Learning and Individual Differences, 19 (2009) 1, S.71-79 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.05.005
Schlagwörter	Constructivism (Learning); Elementary School Students; Path Analysis; Educational Environment; Beliefs; Grade 8; Foreign Countries; Epistemology; Models; Turkey + Suchen Sie Ihr Suchwort? Pfadanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belief; Glaube; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Erkenntnistheorie; Analogiemodell; Türkei
Abstract	This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10