Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

Chin-Chung Tsai*, Hsin Ning Jessie Ho, Jyh Chong Liang, Hung Ming Lin

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

137 引文 斯高帕斯(Scopus)

摘要

This study examined the relationships among Taiwanese high school students' scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students' absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students' self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.

原文英語
頁(從 - 到)757-769
頁數13
期刊Learning and Instruction
21
發行號6
DOIs
出版狀態已發佈 - 2011 12月
對外發佈

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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