An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis

Che Li Lin*, Chin Chung Tsai, Jyh Chong Liang

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

22 引文 斯高帕斯(Scopus)

摘要

Conceptions of learning are drawn from an individuals' learning experiences, which are theoretically built upon the phenomenographic research method. Seven conceptions of learning in the domain of science are identified: "memorizing," "testing," "calculating and practicing," "increase of knowledge," "application," "understanding," and "seeing in a new way" (Tsai, International Journal of Science Education, 26(14): 1733-1750, 2004). The first three are classified as the reproductive profile while the last three are assigned to the constructive profile, each of which exhibits different learning features. However, where the conception "increase of knowledge" can be located, either in the constructive or the reproductive profile, is still unclear, and yet this two-profile tendency is rarely examined. This study utilizes confirmatory factor analysis to find the most appropriate model to illustrate this two-profile categorization. The first proposed model tested the two-profile relationship with the conception of "increase of knowledge" assigned to the constructive profile, while the second examined whether it could be included in the reproductive-oriented profile. The results of the confirmatory factor analysis show that the first proposed model, with "increase of knowledge" pertaining to the constructive conceptions, provided more satisfactory outcomes. Possible cultural perspectives as well as implications for science instruction are provided.

原文英語
頁(從 - 到)499-521
頁數23
期刊European Journal of Psychology of Education
27
發行號4
DOIs
出版狀態已發佈 - 2012 十二月

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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