Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

Autor/in	Mercan, Fatih Caglayan
Titel	Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts
Quelle	In: International Journal of Science Education, 34 (2012) 9, S.1411-1441 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.664794
Schlagwörter	Physics; Problem Solving; Protocol Analysis; College Students; Graduate Students; Expertise; Semi Structured Interviews; Student Attitudes; Epistemology; Learning Strategies; College Faculty; Science Instruction; Correlation; Beliefs; Teaching Methods + Suchen Sie Ihr Suchwort? Physik; Problemlösen; Collegestudent; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Expert appraisal; Schülerverhalten; Erkenntnistheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. Seven modes of justification were identified and used for exploring the relationships between each justification mode and problem context, and expertise level. The data showed that justification modes were not mutually exclusive and many respondents combined different modes in their responses in both problem contexts. Success on solving the standard classical physics problem was not related to any of the justification modes and was independent of expertise level. The strength of the association across the problem contexts for the authoritative, rational, and empirical justification modes fell in the medium range and for the modeling justification mode fell in the large range of practical significance. Expertise level was not related with the empirical and religious justification modes. The strength of the association between the expertise level and the authoritative, rational, experiential, and relativistic justification modes fell in the medium range, and the modeling justification mode fell in the large range of practical significance. The results provide support for the importance of context for the epistemic beliefs about justification and are discussed in terms of the implications for teaching and learning science. (Contains 2 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10