Exploring Student Beliefs and Understanding in Elementary Science and Mathematics

Autor/inn/en	Beghetto, Ronald A.; Baxter, Juliet A.
Titel	Exploring Student Beliefs and Understanding in Elementary Science and Mathematics
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 7, S.942-960 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21018
Schlagwörter	Elementary School Science; Self Efficacy; Path Analysis; Science Instruction; Elementary School Mathematics; Elementary School Students; Correlation; Student Attitudes; Risk; Concept Formation; Scientific Concepts; Creativity; Comprehension; Mathematical Concepts; Epistemology; Perceived Competence Scale for Children + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Pfadanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementare Mathematik; Schulmathematik; Korrelation; Schülerverhalten; Risiko; Concept learning; Begriffsbildung; Kreativität; Verstehen; Verständnis; Erkenntnistheorie
Abstract	This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk-taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self-efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. (Contains 8 notes, 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10