بررسی رابطه باورهای معرفت‌شناختی علمی، انگیزه و خودکارآمدی یادگیری علوم با مفاهیم یادگیری علوم در میان دانشجویان رشته‌های علوم پایه دانشگاه ارومیه

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد روان‌شناسی تربیتی

2 دانشیار، گروه روان‌شناسی تربیتی، دانشگاه ارومیه

3 استادیار، گروه روان‌شناسی، دانشگاه ارومیه

10.22084/j.psychogy.2019.14280.1637

چکیده

هدف: هدف این پژوهش بررسی رابطه باورهای معرفت­شناختی علمی، انگیزه و خودکارآمدی یادگیری علوم با مفاهیم یادگیری علوم در میان دانشجویان رشته­های علوم پایه دانشگاه ارومیه بود.
روش: بدین منظور تعداد 339 نفر (167 دختر و 172 پسر)، از دانشجویان رشته­های علوم پایه به روش نمونه­گیری تصادفی طبقه­ای انتخاب شدند و پرسشنامه­های باورهای معرفت­­شناختی علمی (SEB)، انگیزۀ یادگیری علوم (MLS)، خودکارآمدی یادگیری علوم (SLSE) و مفاهیم یادگیری علوم (COLS)، جهت جمع­آوری داده­های پژوهش مورداستفاده قرار گرفت.
یافته­ها: نتایج نشان داد مفاهیم یادگیری علوم می­تواند به‌وسیله ابعاد باورهای معرفت­­شناختی علمی و خودکارآمدی یادگیری علوم به شکل معناداری پیش­بینی شود. همچنین، نتایج نشان داد بین ابعاد توجیه‌پذیری و پیشرفت باورهای معرفت­شناختی علمی با بعد سازندگی مفاهیم یادگیری علوم رابطه مثبت و معناداری وجود دارد، اما بین زیرمولفه­های منبع و اطمینان با بعد تکثیر مفاهیم یادگیری علوم رابطه معناداری یافت نشد. علاوه بر این، بین بعد تکثیر با انگیزه یادگیری علوم رابطه معناداری یافت نشد، اما بین بعد سازندگی با انگیزه یادگیری علوم رابطه مثبت و معناداری وجود دارد. همچنین، بین خودکارآمدی یادگیری علوم با مفاهیم یادگیری علوم رابطه مثبت و معناداری مشاهده گردید.
نتیجه­گیری: به‌طورکلی نتایج پژوهش حاضر نقش متغیرهای انگیزشی و شناختی را در پیش­بینی و تبیین مفاهیم یادگیری علوم مورد تائید قرار داد که تلویحات علمی سودمندی را در فرآیند انگیزش و یادگیری علمی فراگیران در بر دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship between scientific epistemological beliefs, motivation, self-efficacy of learning science and conception of learning science among students of basic science Urmia university

نویسندگان [English]

  • Davud Kazemi fard 1
  • Farzane Michaeli manee 2
  • Ali Issazadegan 3
چکیده [English]

Objective: The current study aimed to determine the relationship between scientific epistemological beliefs, motivation, science learning self-efficacy and conception of learning science.
Method: For this, 339 students of basic sciences (167 females and 172 males), from Urmia university were selected through stratified random sampling for this study. The questionnaires of scientific epistemological beliefs scale (SEB), motivation learning science scale (MLS), science learning self-efficacy (SLSE), and conceptions of learning science (COLS) were used in order to collect data.
Results: The results indicated that the conception of learning science predicted meaningful by the dimension of scientific epistemological beliefs and science learning self-efficacy. However, The results indicated that there is a significant positive correlation among verification, improvement of scientific epistemological beliefs and constructive of conception of learning science. but, there was not meaningful relationship was observed between resource, certainty and reproduction of conception of learning science. In addition, while no significant relationship was found between reproduction and motivation of learning science, there was significant positive relationship the constructive and motivation of learning science. Furthermore, a significant positive relationship was observed between science learning self-efficacy and conception of learning science.
Conclusion: In the general, the finding of the present study support the role that motivational and cognitive factors play in the predicting and determining the conception of learning science, which has useful scientific implications for learners process of motivation and science learning.

کلیدواژه‌ها [English]

  • scientific epistemological beliefs
  • motivation
  • science learning self-efficacy and conception of learning
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