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ERIC Number: ED371304
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 7
Abstractor: N/A
Reference Count: N/A
The Relationship between Preservice Teachers' Belief about the Nature of Knowledge and Their Ability To Construct Meaning from Text.
Ehlinger, Jeanne; Schenkat, Randy
A study investigated where preservice teachers are in their own ability to construct meaning from complex texts and how this is influenced by their views of knowledge. Subjects were 65 elementary education majors, 82 secondary education majors, and 23 physical education majors enrolled in five sections of a reading in the content areas course and one section of a curriculum and evaluation course. Subjects completed an epistemological questionnaire, a written conclusion task, and were interviewed two weeks after the written conclusion task. Results indicated no statistically significant differences between students who view knowledge in a more naive or a less naive manner and their ability to write simple versus complex conclusions nor in their ability to write certain versus uncertain conclusions. Analysis of the qualitative data, however, suggested a relationship. Results also indicated statistically significant differences in means between the elementary education, secondary education, and physical education majors for the "seek single answers,""avoid integration," and "learning is quick" scales. Findings suggest concern about the ability of the more "naive" thinkers in teacher education programs to teach and model the complex learning processes that are being expected of K-12 students. (Contains eight references, one table, and one figure of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A