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.
| Original language | English |
|---|---|
| Pages (from-to) | 2327-2345 |
| Number of pages | 19 |
| Journal | International Journal of Science Education |
| Volume | 38 |
| Issue number | 15 |
| DOIs | |
| Publication status | Published - 2016 Oct 12 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Education
Cite this
}
Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. / Lee, Silvia Wen Yu; Liang, Jyh Chong; Tsai, Chin Chung.
In: International Journal of Science Education, Vol. 38, No. 15, 12.10.2016, p. 2327-2345.Research output: Contribution to journal › Article
TY - JOUR
T1 - Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning
AU - Lee, Silvia Wen Yu
AU - Liang, Jyh Chong
AU - Tsai, Chin Chung
PY - 2016/10/12
Y1 - 2016/10/12
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84992203473&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84992203473&partnerID=8YFLogxK
U2 - 10.1080/09500693.2016.1240384
DO - 10.1080/09500693.2016.1240384
M3 - Article
AN - SCOPUS:84992203473
VL - 38
SP - 2327
EP - 2345
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 15
ER -