標題: Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments
作者: Tsai, CC
師資培育中心
Center of Teacher Education
關鍵字: constructivism;scientific epistemological beliefs;science education;learning environments
公開日期: 1-六月-2000
摘要: This study was conducted to explore the interplay between students' scientific epistemological beliefs and their perceptions of constructivist learning environments. Through analysing 1,176 Taiwanese tenth-graders' (16-year-olds) questionnaire responses, this study found that students tended to perceive that actual learning environments were less constructivist orientated than what they preferred. Students having epistemological beliefs more orientated to constructivist views of science (as opposed to empiricist views about science) tended to have a view that actual learning environments did not provide sufficient opportunities for social negotiations (p < 0.01) and prior knowledge integration (p < 0.01); and moreover, they show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p < 0.001), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p < 0.001) and (3) meaningfully control their learning activities (p < 0.001). The main thrust of the findings drawn from this study indicates that teachers need to be very aware of students' epistemological orientation towards scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning for students who are epistemologically constructivist orientated.
URI: http://hdl.handle.net/11536/14520
ISSN: 0013-1881
期刊: EDUCATIONAL RESEARCH
Volume: 42
Issue: 2
起始頁: 193
結束頁: 205
顯示於類別:期刊論文


文件中的檔案:

  1. 000088240800007.pdf