کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352594 618602 2014 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry
ترجمه فارسی عنوان
بازی در مسائل: بررسی اولویت معرفتی دانش آموز در رابطه با باورهای معرفتی در مورد شیمی
کلمات کلیدی
ترجیح دانشجویی؛ تنظیمات معرفتی؛ باورهای معرفتی؛ معرفت شناسی؛ موفقیت؛ تجزیه و تحلیل کلاس پنهان
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• College students have preferences regarding domain epistemology (epistemic preferences).
• Students vary in the degree of mismatch between epistemic beliefs and epistemic preferences.
• Better epistemic match is associated with higher achievement in chemistry.

Student epistemic preferences have been found to be important in student learning and achievement. The present study proposed a new conceptualization of student epistemic preferences in the epistemic match model, assessed the match between student epistemic beliefs about chemistry and their epistemic preferences, and, most importantly, examined how this epistemic match may be associated with chemistry course achievement. We adopted latent class analysis and found three distinct profiles of epistemic preferences based on the dimensions of simple and certain knowledge, attainable truth, and alternative knowledge claims. Students in Latent Class 3 (Moderate Preferences) demonstrated the closest match between chemistry epistemic beliefs and epistemic preferences, and had more students who obtained higher grades and fewer students who had lower grades in an introductory chemistry course compared to the other two classes. Students in Latent Classes 1 (All Preferred) and 2 (Alternative-Claim Disliked), however, demonstrated certain degrees of epistemic mismatch between chemistry epistemic beliefs and epistemic preferences, and had noticeably lower achievement in the chemistry course. The study findings highlight the importance of achieving a close match between epistemic beliefs and epistemic preferences for higher achievement in a subject domain.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 39, Issue 3, July 2014, Pages 262–274
نویسندگان
, ,