Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science

Masón, Lucía; Boscolo, Pietro; Tornatora, Maria Caterina; Ronconi, Lucia

doi:10.1007/s11251-012-9210-0

Cited by 118 publications

(104 citation statements)

References 81 publications

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“…In scientific epistemological beliefs, higher scores indicated tendency toward traditional (positivist) science view and lower scores indicated tendency of constructivist (non-traditional) view of science. Previously, epistemological beliefs have been found to antecede mastery goals and performance (approach and avoidance) goals (Brå ten & Strømsø, 2004;Kizilgunes, Tekkaya, & Sungur, 2009;Mason, Boscolo, Tornatora, & Ronconi, 2013;Phan, 2009). The results of this study were consistent with the previous findings in a domain specific epistemological beliefs and 2X2 goal orientation framework.…”

Section: Discussionsupporting

confidence: 91%

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

Kaya

2017

JETS

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The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

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Section: Discussionsupporting

confidence: 91%

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

Kaya

2017

JETS

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“…The previous research showed considerable evidences that throughout education epistemological beliefs undergo change and become more sophisticated/developed transiting from low grades to high grades (Schommer 1993;Ozdemir and Koksal 2014;Kurt 2009;Yılmaz Tuzun and Topcu 2013;Ogan Bekiroglu and Sengul Turgut 2011;Cano 2005;Tolhurst 2007;De-Juanas and Beltran 2012). It was shown that epistemological beliefs influenced also academic achievement, as well as a students' learning approaches (Mason et al 2013;Cano 2005;De-Juanas and Beltran 2012;Chan 2011) and related closely with to students' metacognitive behaviors (Pulmones 2010;Belet and Guven 2011;Akar, Tekkaya and Cakıroglu 2011). It was explored that the individual with sophisticated epistemological beliefs have high academic achievement and more effective learning and study strategies.…”

Section: Review Of Previous Research Of Epistemological Beliefsmentioning

confidence: 98%

“…There are so many studies conducted on the epistemological beliefs ( Buehl and Alexander 2001;Dahl et al 2005;Enman and Lupart 2000;Hammer 1994;Havdala and Ashkenazi 2007;Hofer 2001;Hofer and Pintrich 1997;Jehng et al1993;Kardash and Howell 2000;Lee and Tsai 2012;Mason et al 2013;Ravindran et al 2005;Rizk et al2012;Schommer et al 2012;Tolhurst 2007;Tsai 1999;Kittleson 2011;Zinn 2012). The previous research showed considerable evidences that throughout education epistemological beliefs undergo change and become more sophisticated/developed transiting from low grades to high grades (Schommer 1993;Ozdemir and Koksal 2014;Kurt 2009;Yılmaz Tuzun and Topcu 2013;Ogan Bekiroglu and Sengul Turgut 2011;Cano 2005;Tolhurst 2007;De-Juanas and Beltran 2012).…”

Section: Review Of Previous Research Of Epistemological Beliefsmentioning

confidence: 99%

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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“…Beliefs about the nature of knowledge and knowing have been studied for over 30 years (Rule & Bendixen, 2010, p. 95) and are known as personal epistemologies (Hofer, 2001, p. 355). There is a body of evidence indicating students' epistemological beliefs about science can affect their academic performance (Mason, Boscolo, Tornatora, & Ronconi, 2013), and in general more complex epistemologies have been linked to higher academic achievement (Hofer, 2001;Kardash & Howell, 2000;Schommer, 1990). Some 17 research (Qian & Alvermann, 1995Songer & Linn, 1991) indicates students' beliefs about the nature of science influence their approach to learning in the subject.…”

Section: Understandings Of the Nature Of Science And The Use Of Intuimentioning

confidence: 99%

Intuition and insight: two concepts that illuminate the tacit in science education

Brock

2015

Studies in Science Education

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Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science

Cited by 118 publications

References 81 publications

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

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

Intuition and insight: two concepts that illuminate the tacit in science education

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