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Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students
ARTICLE

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Learning and Instruction Volume 21, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.

Citation

Tsai, C.C., Jessie Ho, H.N., Liang, J.C. & Lin, H.M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2011.05.002

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