The Effect of Teaching Program for Adjusting Epistemological Beliefs upon Students' Epistemological Beliefs and Learning Process

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Recently, cognitive researchers have become increasingly interested in students' beliefs about the nature of knowledge and knowing. Although initial learning psychologists accounted epistemology as an area of philosophy, recent studies found the critical role of epistemic development and the importance of changing epistemological beliefs in students' learning process. Over the last decade, numerous psychological studies have focused on what epistemological beliefs are and how such beliefs develop. However, few studies implemented teaching programs to change students' epistemological beliefs. Based on previous research concerning epistemological beliefs change model and teaching principles, this article designs a teaching program of teaching strategies for adjusting epistemological beliefs and examines the effect of teaching program for junior high school students. Participants are 7th graders (N=105) from Taiwan Northern schools, partly assigned to experimental group (N=52) and contrast group (N=53). The design of nonequivalent pretest-posttest contrast group, as quasi-experiment design, is applied, and the observed data are analyzed by the analysis of variance. The results show that the teaching program can help students improve their beliefs about innate ability, quick learning, simple knowledge, and certain knowledge, and then promote students' learning performance.


Keywords: Epistemological Beliefs, Teaching Strategies for Adjusting Epistemological Beliefs, Learning Motivation, Learning Strategies, Action Control
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Virtual Presentation in English
Paper: The Effect of a Teaching Program on Changing Students’ Epistemological Beliefs and Learning


Dr. Chiu-Ching Chen

Department of Educational Psychology and Counseling, National Taiwan Normal University
Taiwan


Ching-Yuan Chang

Graduate Institute of Education, Tzu Chi University
Taiwan


Ref: L08P0042