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

Document Type : Research Article

Authors

Abstract

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.

Keywords

References

اسدی­مجره، رقیه. (1391). بررسی رابطه­ی باورهای معرفت‌شناختی علمی، خودکارآمدی یادگیری علوم با مفاهیم یادگیری علوم در دانش­آموزان سال دوم دبیرستان، پایان‌نامه کارشناسی ارشد، دانشگاه پیام­نور شهر ری.
بهرامی، فاطمه، بدری، مرتضی. (1396). رابطه ادراک از محیط یادگیری و سرزندگی تحصیلی با نقش واسطه‌ای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی در دانشجویان. دوفصلنامه­ی راهبردهای شناختی در یادگیری، دوره 5، شماره 9، 212-189.
پلنت، جولی. (1394). راهنمای نجات SPSS، (ترجمه اکبر رضایی). تبریز، انتشارات فروزش. (تاریخ انتشار اثر به زبان اصلی، 2010).
سیف، علی­اکبر. (1398). روانشناسی پرورشی: روانشناسی یادگیری و آموزش. ویرایش هفتم، تهران، انتشارات دوران.
سیف، دیبا و مرزوقی، رحمت‌اله. (1388). «رابطه ابعاد باورهای معرفت‌شناختی و خودکارآمدی با عملکرد تحصیلی دانش­آموزان مقطع راهنمائی در درس علوم تجربی». دوماهنامه علمی - پژوهشی دانشور رفتار/ دانشگاه شاهد، شماره 33، 14-1.
رضایی، اکبر. (1395). رابطه باورهای معرفت‌شناختی، هیجان‌های تحصیلی و خودکارآمدی با رویکردهای یادگیری سطحی و عمقی دانشجویان. دوفصلنامه­ی راهبردهای شناختی در یادگیری، دوره 4، شماره 6، 80-59.
Bahcivan, E. & Kapucu, S. (2014). “Turkish pre-service elementary science teachers conceptions of learning science and science teaching efficacy belief: Is there a relationship?”, International Journal of Environmental & Science Education, 9(4), 429-442.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bandura, A. (1997). “Self-efficacy: Toward a unifying theory of behavioral change”, Psychological Review, 84, 195-215.
Biggs, J. B. (1991). “Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies”, Educational Research Journal, 6, 27-39.
Capa Aydin, Y. & Uzuntiryaki, E. (2009). “Development and psychometric evaluation of the high school chemistry self-efficacy scale”. Educational and Psychological Measurement, 69, 868-880.
Chan, K-W. & Elliott, R. G. (2004). “Relational analysis of personal epistemology and conceptions about teaching and learning”, Teaching and Teacher Education, 20(8), 817-831.
Kun-Hung, Ch. (2018). “Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs”. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1147-1159.
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). “Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology”. Educational Psychologist, 46(3), 141-167.
Chiou, G.-L., & Liang, J.-C. (2012). “Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning science”. The Asian-Pacific Education Researcher, 21(1), 83-91.
Chiou, G.-L., Lee, M.-H., & Tsai, C.-C. (2013). “High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions learning physics”, Research in Science & Technological Education, 31, 1-15.
Conley, M. A., Pintrich, R. P., Vekiri L. & Harrison D. (2004). “Changes in Epistemological Beliefs in Elementary Science Students”, Contemporary Educational Psychology, 29, 186-204.
Diseth, A. (2011). “Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement”, Learning and Individual Differences, 21(2), 191 -195.
Gerhardta, M. W. and Brown, K. G. (2006). “Individual differences in self efficacy development: The effects of goal orientation and affectivity”, Learning and Individual Differences, 16, 43-59.
Hsiao, H. S., Chang, C. S., Lin, C. Y., & Wang, Y. Z. (2016). “Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum”, Interactive Learning Environments, 24(1), 205-223.
Hofer, b. k and pinterich, p. r. (1997). “The devlopmental epistemological theories: belief about knowledge and knowing and their relation to learning”. Review of Educational Research, 88-140.
Hofer, B. K. and Pintrich, P. R. (2002). Personal epistemology: the psychology of belief about knowledge and knowing. Mahwah, Nj; Lawrence erlbaum associates.
Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). “Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations”. Interactive Learning Environments, 24(8), 1895-1906.
Hsin-Ning Jessie, Ho. & Jyh-Chong, L. (2015). “The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students”. International Journal of Science Education, 2688-2707.
Kazempour, M. (2013). “The interrelationship of science experiences, beliefs, attitudes, and self-efficacy: A case study of a pre-service teacher with positive science attitude and high science teaching self-efficacy”. European Journal of Science and Mathematics Education, 1(3), 106-124.
Lee, M.-H., Johanson, R. E., & Tsai, C. C. (2008). “Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis”. Science Education, 92, 191-220.
Lin, T.-J., Deng, F., Chai, C.-S., Tsai, C.-C. (2013). “High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture”, International Journal of Educational Development, 33, 37-47.
Lin, Y.C., Liang, J.C. & Tsai, C.C. (2012). “The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan”, Journal of Science Educational Technology, 21(6), 796-807.
Liou, H. H., Yang, S. J. H., Chen, S. Y., & Tarng, W. (2017). “The influences of the 2d image-based augmented reality and virtual reality on student learning”, Educational Technology & Society, 20(3), 110-121.
Marton, F., Dall’Alba, G., & Beaty, E. (1993). “Conceptions of learning”. International Journal of Educational Research, 19, 277-299.
Negovan, V., Sterian, M., & Colesniuc, G. (2015). “Conceptions of learning and intrinsic motivation in different learning environments”. Procedia - Social and Behavioral Sciences, 187, 642-646.
Ordoñez, X. G.; Ponsoda, V.; Abad, F. J. & Romero, S. J. (2009). “Measurement of Epistemological Beliefs: Psychometric Properties of the EQEBI Test Scores”. Educational and Psychological Measurement, 69, 287-302.
Otting, W., Zwaal, D., Tempelaar, Wim Gijselaers. (2010). “The structural relationship between students epistemological beliefs and conceptions of teaching and learning”. Studies in Higher Education, 741-760.
Ozkan, S. & Tekkaya, C. (2011). “do epistemological beliefs differ by gender and socioeconomic status?”, Hacettepe University Journal of Education, 41, 339-348.
Özlem Sadi & Miray Dağyar. (2015). “High School Students’ Epistemological Beliefs, Conceptions of Learning, and Self-efficacy for Learning Biology: A Study of Their Structural Models”. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1061-1079.
Palmer, D. H. (2009). “Students’ interest generated during an inquiry skills lesson”. Journal of Research in Science Teaching, 46(2), 147-165.
Pintrich, P.R., De Groot, E.V. (1990). “Motivational and self-regulated learning comcomponents of classroom academic performance”. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P.R., Schunk, D.H. (2002). Motivation in Education: Theory, Research, and Applications. Merrill Prentice Hall, Upper Saddle River, NJ.
Reid, N. (2006). “Thoughts on Attitude Measurement”. Research in Science and Technological Education 24(1), 3-27.
Robert, R. Bryan, Shawn M. Glynn, Julie M. Kittleson. (2011). “Motivation, Achievement, and Advanced Placement Intent of High School Students Learning Science”. Science Education, Vol. 95, Issue 6, 1049-1065.
Sadi, O. & Lee, M-H. (2017). “Exploring Taiwanese and Turkish high school students’ conceptions of learning biology”, Journal of Biological Education, 1-13.
Sadi, O. & Lee, M-H. (2015). The conceptions of learning science for science-mathematics groups and literature-mathematics groups in Turkey. Research in Science & Technological Education.
Säljö, R. (1979). Learning in the learner’s perspective: Some commonsense conceptions. Gothenburg: Institute of Education, University of Gothenburg.
Schommer, M. (1989). The effects of beliefs about the nature of knowledge on comprehension. A Doctoral Thesis, University of Illinois, Urbana.
Schommer, M. (1990). “Effects of beliefs about the nature of knowledge on comprehension”. Journal of Educational Psychology, 82(3), 498-504.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education. (3rd ed.). Upper Saddle River, NJ: Pearson.
Shen, K. M., Lee, M. H., Tsai, C. C., & Chang, C. Y. (2016). “Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan”. International Journal of Science Education, 38(9), 1527-1547.
Senler, B. & Sungur, S. (2010). “Pre-service science teachers’ teaching self-efficacy: a case from Turkey”. Procedia Social and Behavioral Sciences, 9, 771-775.
Smith, C. L., & Wenk, L. (2006). “Epistemologies of scienceRelations among three aspects of first‐year college students'”. Journal of Research in Science Teaching, 43(8), 747-785.
Nadi Suprapto, Te-Sheng Chang & Chih-Hsiung Ku. (2017). “Conception of learning physics and self-efficacy among indonesian university students”, Journal of Baltic Science Education, 16(1), 7-19.
Tsai, C. & Lin, M. (2008). “Conceptions of learning management among undergraduate students in Taiwan”. Management Learning, 39, 561-578.
Tsai, C.-C. (2004). “Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis”. International Journal of Science Education, 26(14), 1733-1750.
Tsai, C.-C., H. N. J. Ho, J.-C. Liang, and H.-M. Lin. (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.
Usher, E. L. & Pajares, F. (2006). “Sources of academic and self-regulatory efficacy beliefs of entering middle school students”. Contemporary Educational Psychology, 31, 125-141.
Wigfield, A., Eccles, J.S. (2000). “Expectancy-value theory of achievement motivation”. Contemporary Educational Psychology, 25(1), 68-81.
Zimmerman, B. J., Bonner, S., & Kovach, R. (2006). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 13
February 2020
Pages 21-48

Files

Share

How to cite

Statistics