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ERIC Number: EJ936848
Record Type: Journal
Publication Date: 2011-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0959-4752
Scientific Epistemic Beliefs, Conceptions of Learning Science and Self-Efficacy of Learning Science among High School Students
Tsai, Chin-Chung; Ho, Hsin Ning Jessie; Liang, Jyh-Chong; Lin, Hung-Ming
Learning and Instruction, v21 n6 p757-769 Dec 2011
This study examined the relationships among Taiwanese high school students' scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students' absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students' self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science. (Contains 6 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan