A structural equation model of conceptual change in physics

Taasoobshirazi, Gita; Sinatra, Gale M.

doi:10.1002/tea.20434

Cited by 49 publications

(36 citation statements)

References 71 publications

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“…intrinsic goal orientation) of SRL are essential to lead the students to use learning strategies effectively (Koksal, 2011). Intrinsically goal-oriented students, for example, are more highly motivated to learn and use deeper cognition strategies (Taasoobshirazi & Sinatra, 2011). Gürçay and Balta (2013) reported a significant (p < .05) relationship between intrinsic goal orientation and metacognitive self-regulation that explained 28 % of the variance in self-regulation in physics.…”

Section: Self-regulated Learning and Achievementmentioning

confidence: 97%

“…Some researchers have suggested that personal epistemology directly and indirectly predicts students' achievement in science (Koksal, 2011;Taasoobshirazi & Sinatra, 2011). Stathopoulou and Vosniadou (2007) studied the influence of personal epistemology on achievement in classical dynamics and found that grade 10 students in Greece with low-and high-epistemological sophistication had significant (p < .001) differences in physics achievement; the sophisticated group achieved higher scores than the low (naïve) group.…”

Section: Personal Epistemology and Achievementmentioning

confidence: 97%

“…Research has documented the importance of students' SRL on achievement in science (Hsu et al, 2014;NRC, 2007;Taasoobshirazi & Sinatra, 2011). Students with high SRL demonstrated higher levels of involvement and effort on academic tasks than those with low SRL (Eilam, Zeidner & Aharon, 2009).…”

Section: Self-regulated Learning and Achievementmentioning

confidence: 98%

“…Hsu et al's (2014) review of studies in science reading using a SRL lens revealed that metacognitive guidance was the most effective intervention to promote science reading. Therefore, it is important to examine the relationship of SRL with other variables to promote scientific literacy (Yore & Treagust, 2006) and achievement in physics (Taasoobshirazi & Sinatra, 2011).…”

Section: Self-regulated Learning and Achievementmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Alpaslan

Yalvaç

Loving

et al. 2015

Int J of Sci and Math Educ

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This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students' beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students' personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students' personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students' ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students' self-regulatory skills and physics course grade. Implications and future directions are discussed.

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Section: Self-regulated Learning and Achievementmentioning

confidence: 97%

Section: Personal Epistemology and Achievementmentioning

confidence: 97%

Section: Self-regulated Learning and Achievementmentioning

confidence: 98%

Section: Self-regulated Learning and Achievementmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Alpaslan

Yalvaç

Loving

et al. 2015

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

“…Albeit the design of the current study is driven by diSessa's knowledge in pieces approach (implying a more cognitively driven reasoning), it is of importance to consider motivational aspects as well as they are inherently interwoven (cf. Taasoobshirazi and Sinatra 2011;Zembylas 2005). When educators or test designers select contexts for learning environments, they should consider the effect that some groups of students might be advantaged or disadvantaged by certain types of contexts, be it in situations of learning or assessment.…”

Section: Synthesismentioning

confidence: 99%

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

Podschuweit

Bernholt

2017

Res Sci Educ

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Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students' learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept-the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

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Exploring the relationship between self‐efficacy and retention in introductory physics

2012

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The quantitative results of Sources of Self‐Efficacy in Science Courses‐Physics (SOSESC‐P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self‐efficacy as a theory to explain human behavior change [Bandura [1977] Psychological Review, 84(2), 191–215] has become a focus of education researchers. Zeldin and Pajares [Zeldin & Pajares [2000] American Educational Research Journal, 37(1), 215] and Zeldin, Britner, and Pajares [2008] Journal of Research in Science Teaching, 45(9), 1036–1058] found evidence that men and women draw on different sources for evaluation of their self‐efficacy in science fields. Further, self‐efficacy is one of the primary dimensions of students' overall science identity and contributes to their persistence in physics [Hazari, Sonnert, Sadler, & Shanahan, 2010Journal of Research in Science Teaching 47(8), 978–1003]. At Florida International University we have examined the self‐efficacy of students in the introductory physics classes from the perspective of gender theory, with the intention of understanding the subtleties in how sources of self‐efficacy provide a mechanism for understanding retention in physics. Using a sequential logistic regression analysis we uncover subtle distinctions in the predictive ability of the sources of self‐efficacy. Predicting the probability of passing for women relies primarily on the vicarious learning experiences source, with no significant contribution from the social persuasion experiences, while predicting the probability of passing for men requires only the mastery experiences source. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1096–1121, 2012

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A structural equation model of conceptual change in physics

Cited by 49 publications

References 71 publications

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

Exploring the relationship between self‐efficacy and retention in introductory physics

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