NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1161593
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0950-0693
Eliciting Taiwanese High School Students' Scientific Ontological and Epistemic Beliefs
Lin, Tzung-Jin; Tsai, Chin-Chung
International Journal of Science Education, v39 n17 p2321-2341 2017
This study employed the interview method to clarify the underlying dimensions of and relationships between students' scientific ontological and epistemic beliefs. Forty Taiwanese high school students were invited to participate in this study. Through content analysis of the participants' interview responses two ontological dimensions including "status of nature" and "structure of nature" were identified and found to be associated with each other. The two epistemic dimensions "knowledge" and "knowing" aligned with past literature were also categorised. Besides five pattern variations in terms of the aforementioned four dimensions were recognised based on the students' philosophical stances on their scientific ontological and epistemic beliefs. According to the Chi-square test results both dimensions of scientific ontological beliefs were significantly related to the two dimensions of scientific epistemic beliefs respectively. In general the students who endorsed a more sophisticated ontological stance regarding the status and structure of nature tended to express a more mature epistemic stance toward scientific knowledge and ways of knowing. The results suggest that the maturation of students' scientific epistemic beliefs may serve as a precursor and the fundamental step in promoting the sophistication of students' scientific ontological beliefs.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A