Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

Tzu Chiang Lin, Jyh Chong Liang, Chin Chung Tsai

研究成果: 雜誌貢獻文章

14 引文 斯高帕斯(Scopus)

摘要

This study aims to explore Taiwanese university students’ conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students’ conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants’ responses. As for the questionnaire regarding the students’ biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants’ conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students’ BLSE only when such a notion co-exists with the conception of learning with understanding.

原文英語
頁(從 - 到)446-468
頁數23
期刊International Journal of Science Education
37
發行號3
DOIs
出版狀態已發佈 - 2015 二月 11

ASJC Scopus subject areas

  • Education

指紋 深入研究「Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors」主題。共同形成了獨特的指紋。

  • 引用此