An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders

Research output: Contribution to journalArticle

120 Citations (Scopus)

Abstract

The purpose of this study was to acquire a better understanding of the interaction between scientific epistemological beliefs and learning orientations in a group of Taiwanese eighth graders. After analyzing questionnaire responses of an initial sample of 202 students, 20 information-rich students were selected as the final subjects for this study. A qualitative analysis through interviewing of the subjects revealed that students holding constructivist epistemological beliefs about science (knowledge constructivists) tended to learn through constructivist-oriented instructional activities, and employ a more active manner as well as more meaningful strategies when learning science, whereas students having epistemological beliefs, more aligned with empiricism (knowledge empiricists), tended to use more rote-like strategies to enhance their understanding. Knowledge constructivist subjects tended to have more pragmatic views about the value of science and they were mainly motivated by the r interest and curiosity about science, whereas knowledge empiricist subjects were mainly motivated by performance on examinations. This article suggests the importance of presenting the constructivist philosophy of science for students. It follows that students are expected to have more meaningful orientations, as well as more appropriate attitudes, toward learning science.

Original languageEnglish
Pages (from-to)473-489
Number of pages17
JournalScience Education
Volume82
Issue number4
DOIs
Publication statusPublished - 1998 Jul

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

Fingerprint Dive into the research topics of 'An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders'. Together they form a unique fingerprint.

  • Cite this