The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students
This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain...
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| Veröffentlicht in: | International journal of science education 2015-11, Vol.37 (16), p.2688-2707 |
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| container_title | International journal of science education |
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| creator | Ho, Hsin-Ning Jessie Liang, Jyh-Chong |
| description | This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students' absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students' deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students' curiosity and interest in engaging deeply in science learning. |
| doi_str_mv | 10.1080/09500693.2015.1100346 |
| format | Article |
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The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students' absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students' deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students' curiosity and interest in engaging deeply in science learning.</description><identifier>ISSN: 0950-0693</identifier><identifier>EISSN: 1464-5289</identifier><identifier>DOI: 10.1080/09500693.2015.1100346</identifier><identifier>CODEN: ISEDEB</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Adolescents ; Beliefs ; Comprehension ; Conceptions of learning science ; Epistemology ; Foreign Countries ; High School Students ; Knowledge Level ; Kolmogorov Smirnov Two Sample Test ; Learning ; Learning Strategies ; Likert Scales ; Motivation ; Motivation of learning science ; Problem Solving ; Questionnaires ; Science ; Science Instruction ; Science Tests ; Scientific epistemic beliefs ; Secondary school students ; Standardized Tests ; Structural Equation Models ; Student Attitudes ; Student Motivation ; Student Surveys ; Taiwan</subject><ispartof>International journal of science education, 2015-11, Vol.37 (16), p.2688-2707</ispartof><rights>2015 Taylor & Francis 2015</rights><rights>Copyright Taylor & Francis Group 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c430t-d422f1f2b8142b4621c69a7a900535956130a7de561d33a3894d4d20f13000fa3</citedby><cites>FETCH-LOGICAL-c430t-d422f1f2b8142b4621c69a7a900535956130a7de561d33a3894d4d20f13000fa3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/09500693.2015.1100346$$EPDF$$P50$$Ginformaworld$$H</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/09500693.2015.1100346$$EHTML$$P50$$Ginformaworld$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,59620,60409</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1082220$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ho, Hsin-Ning Jessie</creatorcontrib><creatorcontrib>Liang, Jyh-Chong</creatorcontrib><title>The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students</title><title>International journal of science education</title><description>This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students' absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students' deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students' curiosity and interest in engaging deeply in science learning.</description><subject>Adolescents</subject><subject>Beliefs</subject><subject>Comprehension</subject><subject>Conceptions of learning science</subject><subject>Epistemology</subject><subject>Foreign Countries</subject><subject>High School Students</subject><subject>Knowledge Level</subject><subject>Kolmogorov Smirnov Two Sample Test</subject><subject>Learning</subject><subject>Learning Strategies</subject><subject>Likert Scales</subject><subject>Motivation</subject><subject>Motivation of learning science</subject><subject>Problem Solving</subject><subject>Questionnaires</subject><subject>Science</subject><subject>Science Instruction</subject><subject>Science Tests</subject><subject>Scientific epistemic beliefs</subject><subject>Secondary school students</subject><subject>Standardized Tests</subject><subject>Structural Equation Models</subject><subject>Student Attitudes</subject><subject>Student Motivation</subject><subject>Student Surveys</subject><subject>Taiwan</subject><issn>0950-0693</issn><issn>1464-5289</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kc1O4zAUha3RIE0pPEIlS7NtyvVPkmZWlKrDj4qQZsraMo5NXKV2sFNQH4c3naQtrNCsfOVzvnMtH4RGBCYEpnABRQqQFWxCgaQTQgAYz76hAeEZT1I6Lb6jQe9JetMPdBrjGgB4lmcD9L6qNP6ja9la72Jlm4hnG--e8V9ltWutsQovGhtbvemmK11bbeIYz71Tutkz2Bu81DI4-0EpPcbSlfjet_Z1H_yV5xee4dhuy10vrqR9kw5X9rnCUVXe13ute0E8QydG1lGfH88hevy9WM1vkuXD9e18tkwUZ9AmJafUEEOfpoTTJ55RorJC5rIASFlapBlhIPNSd0PJmGTTgpe8pGC6ewAj2RD9POQ2wb9sdWzF2m-D61YKkjOes7z_2CFKDy4VfIxBG9EEu5FhJwiIvg3x0Ybo2xDHNjpudOB0sOqTWdx1CKW0z7086NYZHzbyzYe6FK3c1T6YIJ2yUbD_r_gHygWarw</recordid><startdate>20151102</startdate><enddate>20151102</enddate><creator>Ho, Hsin-Ning Jessie</creator><creator>Liang, Jyh-Chong</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20151102</creationdate><title>The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students</title><author>Ho, Hsin-Ning Jessie ; Liang, Jyh-Chong</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c430t-d422f1f2b8142b4621c69a7a900535956130a7de561d33a3894d4d20f13000fa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adolescents</topic><topic>Beliefs</topic><topic>Comprehension</topic><topic>Conceptions of learning science</topic><topic>Epistemology</topic><topic>Foreign Countries</topic><topic>High School Students</topic><topic>Knowledge Level</topic><topic>Kolmogorov Smirnov Two Sample Test</topic><topic>Learning</topic><topic>Learning Strategies</topic><topic>Likert Scales</topic><topic>Motivation</topic><topic>Motivation of learning science</topic><topic>Problem Solving</topic><topic>Questionnaires</topic><topic>Science</topic><topic>Science Instruction</topic><topic>Science Tests</topic><topic>Scientific epistemic beliefs</topic><topic>Secondary school students</topic><topic>Standardized Tests</topic><topic>Structural Equation Models</topic><topic>Student Attitudes</topic><topic>Student Motivation</topic><topic>Student Surveys</topic><topic>Taiwan</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ho, Hsin-Ning Jessie</creatorcontrib><creatorcontrib>Liang, Jyh-Chong</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ho, Hsin-Ning Jessie</au><au>Liang, Jyh-Chong</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1082220</ericid><atitle>The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students</atitle><jtitle>International journal of science education</jtitle><date>2015-11-02</date><risdate>2015</risdate><volume>37</volume><issue>16</issue><spage>2688</spage><epage>2707</epage><pages>2688-2707</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><coden>ISEDEB</coden><abstract>This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students' absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students' deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students' curiosity and interest in engaging deeply in science learning.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/09500693.2015.1100346</doi><tpages>20</tpages></addata></record> |
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| source | Taylor & Francis |
| subjects | Adolescents Beliefs Comprehension Conceptions of learning science Epistemology Foreign Countries High School Students Knowledge Level Kolmogorov Smirnov Two Sample Test Learning Learning Strategies Likert Scales Motivation Motivation of learning science Problem Solving Questionnaires Science Science Instruction Science Tests Scientific epistemic beliefs Secondary school students Standardized Tests Structural Equation Models Student Attitudes Student Motivation Student Surveys Taiwan |
| title | The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students |
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