Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
Cognition and Instruction, Volume 27, Issue 2 April 2009 , pages 147 - 174
Rachel E. Scherr; David Hammer
The concept of framing from anthropology and sociolinguistics is useful for understanding student reasoning. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's framing affects what she notices, what knowledge she accesses, and how she thinks to act. We find evidence of framing in easily observed features of students' collaborative behavior. We apply this observational methodology to explore dynamics among behavior, framing, and the conceptual substance of student reasoning in the context of collaborative active-learning activities in an introductory university physics course. We find evidence that certain student behaviors indicate and support a relatively sophisticated epistemological framing of these activities, one in which students discuss the substance of the ideas at hand.
An earlier draft of this paper was posted previously.
Showing posts with label epistemologies. Show all posts
Showing posts with label epistemologies. Show all posts
2009-04-19
2009-02-23
Sandoval - JLS 2009
In Defense of Clarity in the Study of Personal Epistemology
Journal of the Learning Sciences, Volume 18, Issue 1 January 2009 , pages 150 - 161
DOI: http://dx.doi.org/10.1080/10508400802581700
William A. Sandoval
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult.
Journal of the Learning Sciences, Volume 18, Issue 1 January 2009 , pages 150 - 161
DOI: http://dx.doi.org/10.1080/10508400802581700
William A. Sandoval
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult.
Elby - JLS 2009
Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)
Journal of the Learning Sciences, Volume 18, Issue 1 January 2009 , pages 138 - 149
DOI: http://dx.doi.org/10.1080/10508400802581684
Andrew Elby
Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64).
Journal of the Learning Sciences, Volume 18, Issue 1 January 2009 , pages 138 - 149
DOI: http://dx.doi.org/10.1080/10508400802581684
Andrew Elby
Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64).
Gire Jones Price - PRST-PER 2009
Characterizing the epistemological development of physics majors
Phys. Rev. ST Phys. Educ. Res. 5, 010103 (2009)
DOI: http://dx.doi.org/10.1103/PhysRevSTPER.5.010103
Elizabeth Gire, Barbara Jones, Ed Price
Students in introductory physics courses are likely to have views about physics that differ from those of experts. However, students who continue to study physics eventually become experts themselves. Presumably these students either possess or develop more expertlike views. To investigate this process, the views of introductory physics students majoring in physics are compared with the views of introductory physics students majoring in engineering. In addition, the views of physics majors are assessed at various stages of degree progress. The Colorado learning attitudes about science survey is used to evaluate students’ views about physics, and students’ overall survey scores and responses to individual survey items are analyzed. Beginning physics majors are significantly more expertlike than nonmajors in introductory physics courses, and this high level of sophistication is consistent for most of undergraduate study.
Phys. Rev. ST Phys. Educ. Res. 5, 010103 (2009)
DOI: http://dx.doi.org/10.1103/PhysRevSTPER.5.010103
Elizabeth Gire, Barbara Jones, Ed Price
Students in introductory physics courses are likely to have views about physics that differ from those of experts. However, students who continue to study physics eventually become experts themselves. Presumably these students either possess or develop more expertlike views. To investigate this process, the views of introductory physics students majoring in physics are compared with the views of introductory physics students majoring in engineering. In addition, the views of physics majors are assessed at various stages of degree progress. The Colorado learning attitudes about science survey is used to evaluate students’ views about physics, and students’ overall survey scores and responses to individual survey items are analyzed. Beginning physics majors are significantly more expertlike than nonmajors in introductory physics courses, and this high level of sophistication is consistent for most of undergraduate study.
2008-11-24
Lin Tsai - IJSE 2008
Exploring the Structural Relationships between High School Students' Scientific Epistemological Views and their Utilization of Information Commitments toward Online Science Information
International Journal of Science Education, Volume 30, Issue 15 December 2008 , pages 2001 - 2022
Chia-Ching Lin; Chin-Chung Tsai
The main purpose of this study was to examine the structural relationships between scientific epistemological views (SEVs) and information commitments (ICs) of high school students in Taiwan. Data were collected from 486 Taiwanese high school students via two self-reporting instruments: one was the SEV questionnaire, including five scales for representing students' views toward scientific knowledge; and the other was the ICs survey, involving six scales for exploring their evaluative standards and searching strategies of online science information. Structural equation modelling analysis was used to examine the relationships between the aspects of SEVs and ICs. The results of the measurement model confirmed that both the SEVs and ICs instruments had highly satisfactory validity and reliability. The structural equation modelling analysis further indicated that students' SEVs guided their evaluative standards and searching strategy when dealing with Web-based science information. For example, students who viewed scientific knowledge as more changeable and tentative significantly tended to adopt a more sophisticated evaluative standard, such as carefully inspecting the content of web sites for judging the usefulness. The findings in general suggested that students with more constructivist-oriented SEVs might develop more advanced standards and searching strategy toward online scientific information to derive great benefit from Web-based environments. Consequently, the role of SEVs should be highlighted as increasingly metacognitive engagement with online science information.
International Journal of Science Education, Volume 30, Issue 15 December 2008 , pages 2001 - 2022
Chia-Ching Lin; Chin-Chung Tsai
The main purpose of this study was to examine the structural relationships between scientific epistemological views (SEVs) and information commitments (ICs) of high school students in Taiwan. Data were collected from 486 Taiwanese high school students via two self-reporting instruments: one was the SEV questionnaire, including five scales for representing students' views toward scientific knowledge; and the other was the ICs survey, involving six scales for exploring their evaluative standards and searching strategies of online science information. Structural equation modelling analysis was used to examine the relationships between the aspects of SEVs and ICs. The results of the measurement model confirmed that both the SEVs and ICs instruments had highly satisfactory validity and reliability. The structural equation modelling analysis further indicated that students' SEVs guided their evaluative standards and searching strategy when dealing with Web-based science information. For example, students who viewed scientific knowledge as more changeable and tentative significantly tended to adopt a more sophisticated evaluative standard, such as carefully inspecting the content of web sites for judging the usefulness. The findings in general suggested that students with more constructivist-oriented SEVs might develop more advanced standards and searching strategy toward online scientific information to derive great benefit from Web-based environments. Consequently, the role of SEVs should be highlighted as increasingly metacognitive engagement with online science information.
Nussbaum Sinatra Poliquin - IJSE 2008
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning
International Journal of Science Education, Volume 30, Issue 15 December 2008 , pages 1977 - 1999
E. Michael Nussbaum; Gale M. Sinatra; Anne Poliquin
We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one-half of the dyads received information on the nature of scientific arguments. All students were classified epistemologically as relativists, multiplists, or evaluativists. We found that students in the treatment group incorporated more scientific criteria into their discussion notes and accordingly developed better arguments on several dimensions. In addition, significantly more participants in the treatment group adopted the correct answer to one of the problems. Outcomes also differed in relation to students' epistemic beliefs. Specifically, multiplists were less critical of inconsistencies and misconceptions, and interacted with their partners less than other belief groups, whereas evaluativists interacted more critically, bringing up different ideas from their partners. Evaluativists also solved one of the physics problems more accurately and tended to demonstrate a reduction in misconceptions. We discuss the results in light of instruction in scientific argumentation, conceptual development and change, and epistemic beliefs.
International Journal of Science Education, Volume 30, Issue 15 December 2008 , pages 1977 - 1999
E. Michael Nussbaum; Gale M. Sinatra; Anne Poliquin
We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one-half of the dyads received information on the nature of scientific arguments. All students were classified epistemologically as relativists, multiplists, or evaluativists. We found that students in the treatment group incorporated more scientific criteria into their discussion notes and accordingly developed better arguments on several dimensions. In addition, significantly more participants in the treatment group adopted the correct answer to one of the problems. Outcomes also differed in relation to students' epistemic beliefs. Specifically, multiplists were less critical of inconsistencies and misconceptions, and interacted with their partners less than other belief groups, whereas evaluativists interacted more critically, bringing up different ideas from their partners. Evaluativists also solved one of the physics problems more accurately and tended to demonstrate a reduction in misconceptions. We discuss the results in light of instruction in scientific argumentation, conceptual development and change, and epistemic beliefs.
2008-07-29
Maggioni Parkinson - Ed Psych Review 2008
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction
Ed Psych Review online first
Liliana Maggioni, Meghan M. Parkinson
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.
Ed Psych Review online first
Liliana Maggioni, Meghan M. Parkinson
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.
Redish Hammer - arxiv.org 2008
Title: Reinventing College Physics for Biologists: Explicating an epistemological curriculum
arxiv.org
Edward F. Redish and David Hammer
The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.
arxiv.org
Edward F. Redish and David Hammer
The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.
2008-05-27
Liu Tsai - IJSE 2008
Differences in the Scientific Epistemological Views of Undergraduate Students
International Journal of Science Education, Volume 30, Number 8 (June 2008)
Shiang-Yao Liu, Chin-Chung Tsai
The purpose of this study was to examine whether science and non-science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students' SEV of various aspects. A total of 220 freshmen (42% science and 58% non-science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory-laden and cultural-dependent aspects of science than non-science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non-science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.
Citation: Shiang-Yao Liu, Chin-Chung Tsai . Differences in the Scientific Epistemological Views of Undergraduate Students. International Journal of Science Education, Volume 30, Number 8 (June 2008), pp. 1055-1073,
International Journal of Science Education, Volume 30, Number 8 (June 2008)
Shiang-Yao Liu, Chin-Chung Tsai
The purpose of this study was to examine whether science and non-science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students' SEV of various aspects. A total of 220 freshmen (42% science and 58% non-science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory-laden and cultural-dependent aspects of science than non-science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non-science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.
Citation: Shiang-Yao Liu, Chin-Chung Tsai . Differences in the Scientific Epistemological Views of Undergraduate Students. International Journal of Science Education, Volume 30, Number 8 (June 2008), pp. 1055-1073,
2008-03-05
Conlin Gupta Scherr Hammer - PERC 2007
The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions
arxiv,org and PERC 2007
Luke D. Conlin, Ayush Gupta, Rachel E. Scherr, and David Hammer
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 69-72 (2007)
DOI: 10.1063/1.2820949
arxiv,org and PERC 2007
Luke D. Conlin, Ayush Gupta, Rachel E. Scherr, and David Hammer
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 69-72 (2007)
DOI: 10.1063/1.2820949
2007-12-04
Scherr Hammer - arxiv.org 2007
Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
Rachel E. Scherr and David Hammer
arXiv:0712.0211
Date: Mon, 3 Dec 2007 03:25:00 GMT
Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's understanding of the nature of the activity affects what she notices, what knowledge she accesses, and how she thinks to act. Previous analyses have found evidence of framing primarily in linguistic markers associated with speech acts. In this paper, we show that there is useful evidence of framing in easily observed features of students' behavior. We apply this observational methodology to explore dynamics among behavior, framing, and the conceptual substance of student reasoning in the context of collaborative active-learning activities in an introductory university physics course.
(This paper has been submitted to Cognition and Instruction, the arxiv.org posting is of the preprint draft.)
Rachel E. Scherr and David Hammer
arXiv:0712.0211
Date: Mon, 3 Dec 2007 03:25:00 GMT
Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's understanding of the nature of the activity affects what she notices, what knowledge she accesses, and how she thinks to act. Previous analyses have found evidence of framing primarily in linguistic markers associated with speech acts. In this paper, we show that there is useful evidence of framing in easily observed features of students' behavior. We apply this observational methodology to explore dynamics among behavior, framing, and the conceptual substance of student reasoning in the context of collaborative active-learning activities in an introductory university physics course.
(This paper has been submitted to Cognition and Instruction, the arxiv.org posting is of the preprint draft.)
2007-11-29
Yilmaz-Tuzun and Topcu - IJSE 2008
Relationships among Preservice Science Teachers' Epistemological Beliefs, Epistemological World Views, and Self-efficacy Beliefs
Ozgul Yilmaz-Tuzun (a); Mustafa Sami Topcu (b)
(a) Middle East Technical University, Turkey
(b) Yuzuncu Yil Universitesi, Turkey
DOI: 10.1080/09500690601185113
International Journal of Science Education, Volume 30, Issue 1 January 2008 , pages 65 - 85
First Published on: 23 May 2007
Abstract
This study discusses preservice elementary science teachers' (PSTs) epistemological beliefs and the relationships among their epistemological beliefs, epistemological world views, and self-efficacy beliefs. Four hundred and twenty-nine PSTs who were enrolled in five large universities completed the Schommer Epistemological Questionnaire (SEQ), the Epistemological World Views Scale, andthe Science Teaching Efficacy Belief Instrument. Factor analysis results revealed four factors for the SEQ. These factors were Innate Ability, Simple Knowledge, Certain Knowledge, and Omniscient authority. Multiple regression analysis suggests that for "Innate Ability" factor scores, three of the predictor variables - self-efficacy, outcome expectancy, and world view - contributed significantly to the model. For "Simple Knowledge," only one predictor variable - epistemological world view - contributed significantly to the model. For "Certain Knowledge" factor scores, only one predictor variable - outcome expectancy - contributed significantly to the model. None of the predictor variables significantly contributed to the "Omniscient Authority" factor scores. Results revealed that in Turkish culture, PSTs' epistemological beliefs support the multidimensional theory. In addition, while PSTs developed more sophisticated beliefs in some of the SEQ dimensions, they had less sophisticated beliefs in other dimensions. Also PSTs indicated that, when they want to teach science with student-centered methods, they believed that they would be successful only if their students memorize the scientific concepts and facts.
Ozgul Yilmaz-Tuzun (a); Mustafa Sami Topcu (b)
(a) Middle East Technical University, Turkey
(b) Yuzuncu Yil Universitesi, Turkey
DOI: 10.1080/09500690601185113
International Journal of Science Education, Volume 30, Issue 1 January 2008 , pages 65 - 85
First Published on: 23 May 2007
Abstract
This study discusses preservice elementary science teachers' (PSTs) epistemological beliefs and the relationships among their epistemological beliefs, epistemological world views, and self-efficacy beliefs. Four hundred and twenty-nine PSTs who were enrolled in five large universities completed the Schommer Epistemological Questionnaire (SEQ), the Epistemological World Views Scale, andthe Science Teaching Efficacy Belief Instrument. Factor analysis results revealed four factors for the SEQ. These factors were Innate Ability, Simple Knowledge, Certain Knowledge, and Omniscient authority. Multiple regression analysis suggests that for "Innate Ability" factor scores, three of the predictor variables - self-efficacy, outcome expectancy, and world view - contributed significantly to the model. For "Simple Knowledge," only one predictor variable - epistemological world view - contributed significantly to the model. For "Certain Knowledge" factor scores, only one predictor variable - outcome expectancy - contributed significantly to the model. None of the predictor variables significantly contributed to the "Omniscient Authority" factor scores. Results revealed that in Turkish culture, PSTs' epistemological beliefs support the multidimensional theory. In addition, while PSTs developed more sophisticated beliefs in some of the SEQ dimensions, they had less sophisticated beliefs in other dimensions. Also PSTs indicated that, when they want to teach science with student-centered methods, they believed that they would be successful only if their students memorize the scientific concepts and facts.
2007-11-08
Kang - JRST 2007
Elementary teachers' epistemological and ontological understanding of teaching for conceptual learning
© 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292-1317, 2007
Nam-Hwa Kang
Department of Science and Mathematics Education, Oregon State University, 239 Weniger Hall, Corvallis, Oregon 97331
email: Nam-Hwa Kang (kangn@science.oregonstate.edu)
Abstract
The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in-service elementary teachers conducted an 8-week-long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video-recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter-evidence, and understanding of ontological demands of learning. Future research questions were suggested.
© 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292-1317, 2007
Nam-Hwa Kang
Department of Science and Mathematics Education, Oregon State University, 239 Weniger Hall, Corvallis, Oregon 97331
email: Nam-Hwa Kang (kangn@science.oregonstate.edu)
Abstract
The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in-service elementary teachers conducted an 8-week-long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video-recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter-evidence, and understanding of ontological demands of learning. Future research questions were suggested.
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