Changes in epistemological beliefs in elementary science students

Conley, AnneMarie; Pintrich, Paul R.; Vekiri, Ioanna; Harrison, Delena

doi:10.1016/j.cedpsych.2004.01.004

Cited by 402 publications

(483 citation statements)

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“…The variance in participants' epistemological belief scores in relation with the epistemological belief dimensions proves that epistemological beliefs are multi-dimensional in nature. This result supports the findings of previous research (Conley et al, 2004;Elder, 2002;Hofer, 2000;Schommer, 1990;Schraw et al, 2002) asserting the multi-dimensionality of epistemological beliefs. A study conducted by İçen, İlğan, and Göker (2013) found that student teachers had naive epistemological beliefs in the Certainty of Knowledge dimension.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 83%

“…The results of the following studies therefore indicate that epistemological beliefs not only have an impact on but are also influenced by various variables. The relevant research reveals that epistemological beliefs have an impact on students' academic beliefs (Cano, 2005;Conley, Pintrich, Vekiri, & Harrison, 2004), their active participation in learning processes (Schommer, 1994), their tendency to take academic risks (Dweck & Leggett, 1988), their skills of comprehending the reading tasks (Ryan, 1984), their approaches to learning (Aypay, 2011a;Chan & Elliott, 2004;Phan, 2008), and their study strategies (Deryakulu, 2004;Holschuh, 1998;Schommer, 1998). The relevant literature also reveales that there are significant and meaningful relationships between epistemological beliefs and critical thinking (Başbay, 2013;Hofer, 2004), epistemological beliefs and motivation (Chen & Pajares, 2010;Kızılgüneş, Tekkaya, & Sungur, 2010;Ricco, Pierce, & Medinilla, 2010), epistemological beliefs and cultural differences (Chan & Elliott, 2002;Deryakulu & Büyüköztürk, 2002), and epistemological beliefs and the field of study (Deryakulu & Büyüköztürk, 2005;Hofer, 2000;Youn, 2000).…”

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confidence: 99%

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Investigating Student Teachers’ Conceptions of Social Studies through the Multi-dimensional Structure of the Epistemological Beliefs

Di̇nç

Üztemur

2017

EDUC SCI-THEOR PRACT

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 83%

mentioning

confidence: 99%

Investigating Student Teachers’ Conceptions of Social Studies through the Multi-dimensional Structure of the Epistemological Beliefs

Di̇nç

Üztemur

2017

EDUC SCI-THEOR PRACT

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“…The results of the present study support an additional benefit: an improvement in tourism students' epistemological beliefs in acquiring knowledge related to European tourism. This echoes the assumption that IBL may promote epistemological development (Conley et al, 2004). However, the question whether the same positive results can be derived without the guidance of an instructor in online IBL remains unanswered.…”

mentioning

confidence: 85%

“…Further, the purpose of this study was explained to them and they were assured of anonymity regarding their test performance and scale responses that measured their epistemological beliefs. Prior studies (Chan, 2003;Chan & Elliot, 2003;Conley, Pintrich, Vekiri, & Harrison, 2004;Schommer-Aikins, 2004;Youn, 2000) have elucidated that individual epistemological belief systems differ due to the cultural background; therefore, it is noted that the present study emphasised the cultural specification of the epistemological belief system, which focused on learners with a Confucian-heritage culture background. Technology, 2014, 30(1).…”

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confidence: 99%

An epistemological analysis of the application of an online inquiry-based program in tourism education

Hsu

2014

AJET

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This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to assess each participant's learning outcomes. The results showed that online inquiry-based learning (IBL) did change the participants' epistemological beliefs significantly, with a large effect size (Cohen's d) of .83. However, correlation analyses indicated that the relationship between an individual's epistemological beliefs before and after the online IBL experience, and the differences of pre-and post-tests, is rather low (γ = .287). Yet, the association between their changed epistemological beliefs and the delayed test was higher (γ = .556). These results suggest the possible effectiveness of online IBL in helping tourism students' develop more sophisticated epistemological beliefs, which may not be able to help learners comprehend the subject matter immediately but may facilitate better long-term retention. IntroductionThe development of Information and Communication Technology (ICT) has changed the landscape of higher education (HE) worldwide (Fenouillet & Kaplan, 2010;Dale & Lane, 2008;Hassanien, 2006;Sahin, Balta, & Ercan, 2010) and has facilitated the use of virtual platforms for educational purposes (Adiele & Nwanze, 2010) through interactivity and opportunities for collaboration (Ikpeze & Boyd, 2007). Since the tourism industry deals with massive flows of information (Buhalis, 2000), students of tourism programs are expected to be familiar with activities in the virtual environment (Kasli & Avcikurt, 2008;Sigala, 2002). Many HE institutions thus use the Internet as the major delivery mechanism of educational content or as a complementary tool in tourism programs to enhance the effectiveness of student learning (Leung & Ivy, 2003).However, technology cannot create meaningful learning by itself, nor can it automatically initiate interactions (Chen & Choi, 2010;Tsai, Tsai, & Hwang, 2011a, 2011b. A Web-based or online learning environment entails a learning process that depends greatly on the autonomy of the learner; nevertheless, such learning has been found to easily lead students astray (Shih, Chuang, & Hwang, 2010;Van Fossen, 2004;Scarlatos, 2006;Rogers & Price, 2009;McLoughlin & Lee, 2008). Guidance and regulative support from an instructor, along with meaningful content, are of great importance and assistance in overcoming this problem (Manlove, Lazonder, & Jong de, 2009). Therefore, inquiry-based instruction has been acknowledged as an appropriate way to deliver online instruction without the aforementioned drawbacks. Easy access to information is one of the major advantages of online inquiry-based education, although the retrieved information may be inconsistent or even contradictory. In this case, the epistemological beliefs of an individual will be gre...

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“…Four types of studies could be identified, all of which were focused on domain-specific beliefs about the nature and processes of scientific knowledge. First, quantitative studies used questionnaires that were originally developed for adults (Duell & Schommer-Aikins, 2001;Schommer-Aikins, Duell, & Hutter, 2005) or created new questionnaires for children in particular (Conley, Pintrich, Vekiri & Harrison, 2004;Elder, 2002). These instruments assessed beliefs about the verification of knowledge as a single dimension.…”

Section: Personal Epistemology Research On Elementary School Childrenmentioning

confidence: 99%

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

Feucht¹

2017

JEHD

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Only little is known about the epistemic beliefs of elementary school children. In this exploratory study, semistructured interviews were used to solicit epistemic beliefs of fourth grade students (n = 98; mean age = 10 years, 4 months) about the verification of second-hand knowledge. The data analysis was based on the Qualitative Content Analysis (Mayring, 2001), supported with Atlas.ti software, and yielded a high in interrater reliability (Cohen, 1960; κ = 0.94). In fourth grade students, a complex system of beliefs was identified about strategies of second-hand knowledge verification (independent strategies n = 8; dependent strategies n = 3), knowledge sources (human sources n = 4; non-human n = 4), and different source selection criteria (n = 8). Moreover, some students (n = 10) mentioned a cognitive process that they would employ to identify the best possible sources for the processes of knowledge verification, similar to following a decision tree. The discussion explores meaning of the identified multi-faceted and partially meta-cognitive nature of belief systems for the conceptualization of the developmental, dimensional, and situational frameworks as they exist currently.Keywords: Epistemic belief, personal epistemology, knowledge justification, Knowledge sources, higher-order thinking, children. Highlights: An exploratory study with Fourth Grade Students (n = 98) using semi-structured interviews.  Identified complex epistemic belief systems based on their diversity and interconnectedness.  Students had epistemic beliefs about strategies of second-hand knowledge verification (n = 11), knowledge sources (n = 8), and different source selection criteria (n = 8).  Some students expressed thinking process about source selection that can be conceptually located at a higherorder of thinking.  The complexity of epistemic belief systems challenges the explanatory power of existing frameworks.

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Changes in epistemological beliefs in elementary science students

Cited by 402 publications

References 16 publications

Investigating Student Teachers’ Conceptions of Social Studies through the Multi-dimensional Structure of the Epistemological Beliefs

Investigating Student Teachers’ Conceptions of Social Studies through the Multi-dimensional Structure of the Epistemological Beliefs

An epistemological analysis of the application of an online inquiry-based program in tourism education

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

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