A pilot study of the epistemological beliefs of students in industrial-technical fields

Zinn, Bernd

doi:10.1007/s10798-011-9153-9

Cited by 5 publications

(6 citation statements)

References 29 publications

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“…Nonetheless, every fifth trainee believes that attending a vocational school merely serves to fulfil the requirements of mandatory tuition and holds the view that much of what is taught at school has little or no relevance for real-life practice at work. At first glance, these two findings appear contradictory, but can be explained through application of the findings from the qualitative preliminary study (Zinn 2012). In order for trainees to acknowledge the relevance of knowledge to practical situations, they must ascribe significance to a direct correlation between the new information acquired at vocational school and current practical activity at work.…”

Section: Discussionmentioning

confidence: 99%

“…In order to maintain the validity of the content, however, the researchers did not develop any completely new items -but instead sifted through existing scales (for an overview of questionnaire procedures see, for example, Priemer 2006, 169 f.) and adapted the content. For the construction of this adaptive instrument, a qualitative preliminary study was conducted, in which 50 trainees were asked questions about their beliefs concerning knowledge and the acquisition thereof in guided and partially structured interviews (Zinn 2012). In the present study, the following dimensions were investigated: 'certainty of knowledge', 'structure of knowledge' (simplicity), 'justification of knowledge', 'source of knowledge' and 'application of knowledge'.…”

Section: Instrumentsmentioning

confidence: 99%

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Epistemological beliefs of apprentices

Zinn

2013

Journal of Vocational Education & Training

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Whereas the epistemological beliefs of learners of general subjects has been the focus of many studies in the past, so far, little is known about the beliefs of apprentices on knowledge and the acquiring of knowledge. The present study analysed the first level of epistemological beliefs of students in industrial and technical professions and their domain specificity. By means of an exploratory factor analysis, the five knowledge-related dimensions certainty of knowledge, structure of knowledge, application of knowledge, knowledge reasoning and source of knowledge were proven empirically for the surveyed apprentices (n = 1002). The results of the study describe the level of epistemological beliefs of students and verify both the domain specific differences between the vocational fields of civil engineering, electrical engineering and mechanical engineering and the differences within those occupations.

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Section: Discussionmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Epistemological beliefs of apprentices

Zinn

2013

Journal of Vocational Education & Training

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“…Moreover, they acknowledge the importance of inquiry and evidence. Once the individual enters the last phase, knowledge is seen as a work in progress and the learner is also seen as a possible source of knowledge (Hofer & Pintrich, 1997;Zinn, 2012).…”

Section: Epistemological Beliefsmentioning

confidence: 99%

“…141 (beliefs about the accumulation of knowledge). These dimensions can develop individually on a continuum and can manifest bipolar characteristics, especially offering the possibility to choose between a "naive" or a "sophisticated" position (Zinn, 2012).…”

Section: Epistemological Beliefsmentioning

confidence: 99%

“…A major theoretical statement on this topic is that the development of the learner's epistemological beliefs can span from "naive" perspectives (science is certain; knowledge is acquiring absolute truths) to more "sophisticated" beliefs (science is a complex; knowledge is relative and contextual). Moreover, a large amount of research papers show that these sophisticated beliefs are associated to more proper learning strategies and higher academic performances (Zinn, 2012), evidence from research highlighting that individuals with a higher level in sophisticated epistemological beliefs have a greater engagement in critical thinking (Valanides & Angeli, 2005).…”

Section: Epistemological Beliefsmentioning

confidence: 99%

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Epistemological Beliefs As A Predictor Of Metacognitive Awareness: Pre-University Teaching Practice Implications

Cristea¹

2023

The European Proceedings of Educational Sciences

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Metacognitive teaching holds an essential role today since it facilitates the development of lifelong learning skills and prepares students for their professional careers. It is crucial to show if metacognition is strongly related to epistemological beliefs, this influencing how teachers use various teaching strategies and are in tune with their students' learning process. This research sheds light on how metacognition relates to epistemological beliefs in the educational context and aims to find the relationship between these two variables and test the predictive role of epistemological beliefs on metacognition. Two selfreported instruments on a five-point Likert scale were completed by 146 pre-university teachers, who took part in our online investigation. Metacognition used in teaching practices was measured with The Metacognitive Awareness Inventory for teachers and teachers' epistemological beliefs with The Epistemological Questionnaire Beliefs Inventory. Data analysis included specific demographic characteristics such as age, teaching experience, teaching level, specialization, job type, and teaching degrees, which were related to both epistemological beliefs and metacognitive awareness. In terms of the relationship between epistemological beliefs and metacognitive awareness, a strong predictive model has been revealed: epistemological beliefs are a strong predictor of metacognitive awareness. The findings are analysed in relation to their practical implications.

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The Investigation of Pre Service Science Teachers’ Epistemological Beliefs According to Some Variables

Yalçın

Yalçın²

2017

JETS

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The present study aimed to investigate the relationship between pre service science teachers' scientific epistemological beliefs and academic achievements and change of the beliefs with regard to the variables such as, grade level and gender. In the research in which survey method as research approach, the sample consisted of total 258 pre service teachers. Data was collected by "Epistemological beliefs scale" with 26 items developed by Conley et al. (2004). The data collected were analyzed using two way variance analysis. The statistical analysis showed that there is no a statistically significant difference in pre-service science teachers' epistemological beliefs with regard to grade level and gender in the pooled data without considering sub dimensions of scale. But, in certainty of scientific knowledge sub dimension, no statistically significant difference was found according to gender, but a significant difference for grade level. Moreover, for justification of scientific knowledge sub dimension, the results showed that no pre service teachers' epistemological beliefs differ with respect to gender, while there was statistically significant difference according to grade level. Again, it was found that the there is no statistically significant correlation between pre-service science teachers' scientific epistemological beliefs and academic

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A pilot study of the epistemological beliefs of students in industrial-technical fields

Cited by 5 publications

References 29 publications

Epistemological beliefs of apprentices

Epistemological beliefs of apprentices

Epistemological Beliefs As A Predictor Of Metacognitive Awareness: Pre-University Teaching Practice Implications

The Investigation of Pre Service Science Teachers’ Epistemological Beliefs According to Some Variables

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