A comparative study of students' epistemological beliefs about biology, chemistry and physics (Record no. 20453)

MARC details
000 -LEADER
fixed length control field 03126nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Halwany, Sarah Abd El Rahman.
Miscellaneous information Master
245 12 - TITLE STATEMENT
Title A comparative study of students' epistemological beliefs about biology, chemistry and physics
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2011
300 ## - PHYSICAL DESCRIPTION
Extent 113 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this research was to compare students' epistemological beliefs about biology, chemistry and physics. The study also examined the role of gender and field of study in moderating students' domain-specific epistemologies, if any. Literature on personal epistemology has shown that students' epistemologies can influence their comprehension and their achievement (e.g. Schommer, 1990). Consequently, characterizing these epistemologies can provide science educators with the background knowledge that is necessary to help students develop more sophisticated views and improved conceptual understanding. Epistemological beliefs were specifically found to be domain-specific (Buehl, Alexander & Murphy, 2002; Hofer, 2000) hence responsive to the context and discipline (Hofer, 2001). Evidence for domain-specificity stems from comparing students' epistemological beliefs on disciplines that can be clearly distinguished as hard-soft, pure-applied (Biglan, 1973a). However, no study examined students' epistemological beliefs about three commonly taught science disciplines in schools that can be more difficult to distinguish namely biology, chemistry and physics. Being specifically sensitive to the context and discipline, Hofer's (2001) framework was adopted in the present study to compare sophomore university science students' epistemological beliefs about these three disciplines. Thirty-two students filled out a questionnaire adopted from Hofer (2001), out of this sample, twenty students were selected for a semi-structured interview. For each discipline, students' epistemological beliefs were reported and analyzed on each of the four epistemological dimensions advocated by Hofer (2000): certainty/simplicity of knowledge, source of knowledge, justification of knowledge and attainability of truth. Results revealed that students exhibit domain-specific beliefs to a varying degree for each epistemological dimension.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element فلسفة التربية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Philosophie de l’éducation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Philosophy of Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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