Epistemological beliefs

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tandfonline.com – Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries

Posted on by Troels Gannerup Christensen - Læst 19 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Teacher-directed and inquiry-based science instructional practices have been shown to influence students’ performance on science assessments. However, only a small body of research has examined the associations of teacher-directed and inquiry-based science instructional practices with science-related dispositions among adolescent students using nationally representative samples drawn from countries across the globe. Hence, the present study, employing multilevel path analyses as an analytic strategy, investigated the relations of teacher-directed and inquiry-based science instruction to students’ science-related dispositions, such as enjoyment of science, interest in broad science topics, instrumental motivation to learn science, science self-efficacy, and epistemological beliefs about science, among 428,197 adolescent students from 15,644 schools in 66 countries. Results of multilevel path analyses, after controlling for student-, school-, and… Continue Reading →

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tandfonline.com – Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study

Posted on by Troels Gannerup Christensen - Læst 3 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Epistemology has been investigated in different domains. In education, the epistemological beliefs have also been explored in terms of age, gender, fields of teaching, effect on learners’ reading comprehension, and learners’ learning strategies. Despite the plethora of studies on teachers’ epistemological beliefs, to the best of the researchers’ knowledge English as Foreign Language (EFL) teachers’ personal epistemological beliefs and conceptions of teaching and learning need further investigation. The present was an attempt to explore the correlation between EFL teachers’ epistemological beliefs and their conceptions of teaching and learning. Therefore, a correlational research method was used. Two validated scales were used for to collect the data. The data were analyzed through running one-sample-t-test and Pearson correlation. Results showed that… Continue Reading →