THE EFFECTS OF EPISTEMIC BELIEFS IN SCIENCE AND GENDER DIFFERENCE ON UNIVERSITY STUDENTS’ SCIENCE-TEXT READING: AN EYE-TRACKING STUDY

Fang-Ying Yang, Rui Ting Huang, I. Ju Tsai

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects’ epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.

Original languageEnglish
Pages (from-to)473-498
Number of pages26
JournalInternational Journal of Science and Mathematics Education
Volume14
Issue number3
DOIs
Publication statusPublished - 2016 Apr 1

    Fingerprint

Keywords

  • epistemic beliefs
  • eye movements
  • eye tracking
  • gender difference
  • science-text reading
  • scientific epistemological beliefs

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this