High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics

Chiou, Guo Li; Lee, Min Hsien; Tsai, Chin Chung

doi:10.1080/02635143.2013.794134

Cited by 58 publications

(67 citation statements)

References 25 publications

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“…Studies on learning approaches have presented students' epistemology concerning science (Chiou et al 2013). Individual students' learning approaches represent a learning orientation that reflects their motivations, beliefs, attitudes, previous knowledge, and learning conceptions (Entwistle 1981).…”

Section: Discussionmentioning

confidence: 99%

“…A number of researchers have tried to investigate practices in the learning process in terms of individual characteristics, and especially learning approaches, with a view to explaining the variable levels of academic achievement among students (Biggs 1993;Cano 2005;Case and Gunstone 2002;Chiou et al 2012Chiou et al , 2013Entwistle 1981;Säljö 1979). Although researchers have proposed many different types of learning approach, a differentiation between deep and surface learning approaches is the most common (Biggs 1993;Entwistle 1981;Case and Gunstone 2002;Chin and Brown 2000).…”

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

“…Consequently, students' surface and deep learning approaches would manifest differently according to the particular discipline (Ramsden 1992), so it is not enough to explain students' science learning processes and outcomes using only domain-general approaches. More recently, research has been undertaken to explore students' learning approaches in the context of science learning in the field of science education (Chiou et al 2012(Chiou et al , 2013Lee et al 2008;Chin and Brown 2000). For example, Lee et al (2008) developed a questionnaire that provides a domain-specific approach, and they claimed that a relationship exists between the learning approach and scientific epistemology.…”

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

“…For example, Lee et al (2008) developed a questionnaire that provides a domain-specific approach, and they claimed that a relationship exists between the learning approach and scientific epistemology. In two studies carried out by Chiou et al (2012Chiou et al ( , 2013, learning approaches were explored in terms of how they relate to the more specific scientific domains of physics and biology. One common limitation of these studies is that they applied only a quantitative approach to exploring the relationship between conceptions of learning science and learning approaches.…”

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

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Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students' participation and understanding. In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. These students then generated another sub-model. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others' models or ideas critically, showing that active cognitive interaction was taking place within the group. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling.

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Section: Discussionmentioning

confidence: 99%

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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“…In addition, a little number of studies focused on conceptions of learning physics. For example, Chiou, Lee and Tsai (2013) investigated the relations among high school students' epistemological beliefs, conceptions of learning physics and approaches to learning physics. The most important contribution of this study to the literature is that this study is about physics education and focuses on different demographic variables.…”

Section: Tartişma Ve Sonuçmentioning

confidence: 99%

Lise Öğrencilerinin Fizik Öğrenme Anlayışlarının Cinsiyet Sosyo-Ekonomik Durum ve Fizik Başarıları Açısından İncelenmesi

Kapucu¹,

Bahçıvan²

2016

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZET Bu çalışmada 9. sınıf lise öğrencilerinin fizik öğrenme anlayışlarında cinsiyet, sosyo-ekonomik durum ve fizik başarılarına göre bir fark olup olmadığı araştırılmıştır. Çalışmaya 564 (erkek = 292, kız = 272) öğrenci katılmıştır. Veriler tarama yöntemi ile toplanmış olup öğrencilere fizik öğrenme anlayışlarını ve demografik bilgilerini ölçen bir anket dağıtılmıştır. Anket verilerinin analizinde AMOS 20 ve SPSS 21 programları kullanmıştır. AMOS 20 programı ile doğrulayıcı faktör analizi ve SPSS 21 programı ile Mann-Whitney U ve Kruskal-Wallis testleri uygulanmıştır. MannWhitney U testi sonuçlarına göre kız ve erkek öğrencilerin fizik öğrenme anlayışları arasında anlamlı bir fark bulunmuştur. Ayrıca Kruskal-Wallis testi sonuçlarına göre öğrencilerin fizik öğrenme anlayışlarında sosyo-ekonomik durum ve fizik başarılarına göre anlamlı bir fark gözlemlenmiştir. Anahtar Kelimeler: Fizik öğrenme anlayışları, cinsiyet, sosyo-ekonomik durum, fizik başarısı EXAMINING HIGH SCHOOL STUDENTS' CONCEPTIONS OF LEARNING PHYSICS ACCORDING TO THEIR GENDER, SOCIO-ECONOMIC STATUS AND PHYSICS ACHIEVEMENT ABSTRACTIn this study, whether the 9 th grade high school students' conceptions of learning physics differ according to their gender, socio-economic status and physics achievement were investigated. 564 (male = 292, female = 272) students participated in the study. Data were collected through survey method and the questionnaire that measures the students' conceptions of learning physics and demographic information was distributed. The AMOS 20 and SPPS 21 were utilized in data analyses. Confirmatory factor analysis by the AMOS 20, and Mann-Whitney U and Kruskal-Wallis tests by the SPSS 21 were performed. Based on the results obtained from Mann-Whitney U it was found that there was a significant difference between males' and females' conceptions of learning physics. According to the results of Kruskal-Wallis test, it was also observed that there was a significant difference in students' conceptions of learning physics with respect to their socioeconomic status and physics achievement. Key Words: Conceptions of learning physics, gender, socio-economic status, physics achievement *Ağrı İbrahim Çeçen Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, e-mail: serkankapucu@yahoo.com **Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, e-mail: eralpbahcivan@hotmail Fen öğrenme anlayışlarını oluşturan bu altı ya da yedi kategori sonrasında kendi içerisinde 2 ana kategori altında toplanmıştır (Tsai ve diğerleri, 2011). Bu kategoriler ise alt ve üst seviyede fen öğrenme anlayışları olarak isimlendirilmiştir. Alt seviyede fen öğrenme anlayışları bilginin ezberlenmesi, test çözme ve problem çözme gibi alt boyutlardan oluşurken, üst seviyede öğrenme anlayışları ise yeni bilgilerin öğrenilmesi, öğrenilen bilgilerin uygulanması ve yeni bir bakış açısına sahip olmak gibi alt boyutları içermektedir (Tsai ve diğerleri, 2011).Öğrenme anlayışlarının her bir alan için kendine özgü olduğu düşünülerek (Buehl ve Alexander, 2001; bu ...

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Measuring epistemologies in science learning and teaching: A systematic review of the literature

et al. 2021

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Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome.Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of this review study is to understand how these epistemologies in science teaching and learning were measured, and to provide an overview of recent developments with respect to the measurement issue in the epistemology of science. We searched for articles that were published between 2010 and 2019 and retained 225 eligible studies passing all review criteria for inclusion in this review. Major constructs of epistemologies of science emerging from the studies include epistemic beliefs and views, nature of science, epistemic

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High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics

Cited by 58 publications

References 25 publications

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Lise Öğrencilerinin Fizik Öğrenme Anlayışlarının Cinsiyet Sosyo-Ekonomik Durum ve Fizik Başarıları Açısından İncelenmesi

Measuring epistemologies in science learning and teaching: A systematic review of the literature

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