Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study

Tzung Jin Lin, Chin Chung Tsai

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.

Original languageEnglish
Pages (from-to)2382-2401
Number of pages20
JournalInternational Journal of Science Education
Volume39
Issue number17
DOIs
Publication statusPublished - 2017 Nov 22
Externally publishedYes

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Keywords

  • learning environment
  • Motivation
  • secondary/high school

ASJC Scopus subject areas

  • Education

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