Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

Silvia Wen Yu Lee, Jyh Chong Liang, Chin Chung Tsai

研究成果: Article同行評審

9 引文 斯高帕斯(Scopus)

摘要

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.

原文English
頁(從 - 到)2327-2345
頁數19
期刊International Journal of Science Education
38
發行號15
DOIs
出版狀態Published - 2016 十月 12

All Science Journal Classification (ASJC) codes

  • Education

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