Exploring the relationship between physics-related epistemological beliefs and physics understanding

Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education.     

Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers

Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.     

Pre-service teacher education students' epistemological beliefs and their conceptions of teaching

A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed.     

Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs.     

Epistemological beliefs,school achievement,and college major: A large-scale longitudinal study on the impact of certainty beliefs

Epistemological beliefs are subjective theories on the structure and acquisition of knowledge. Using data collected in the final year of high school (Time 1) and early in the college career (Time 2) as part of a large-scale longitudinal study, we examined the relationship of beliefs in the certainty of knowledge with school achievement and choice of college majors in Germany. In line with our hypothesis, students high on certainty beliefs showed lower school achievement at Time 1, even when controlling for indicators of intelligence and family background. Certainty beliefs also predicted the choice of future fields of study at college (self-selection hypothesis) and were shaped by enrolment in specific fields of study at college (socialization hypothesis).     

Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits

Because argumentation may promote deeper processing of content, this study examined factors affecting students’ dispositions to engage in argument, specifically epistemological beliefs, need for cognition, and extraversion (assertiveness and warmth). An instrument developed by [Infante and Rancer, 1982] was used to measure dispositions to approach or avoid arguments. Subjects were 238 undergraduates who completed surveys of the relevant constructs. Contrary to expectation that epistemological beliefs would predict the approach component by affecting the perceived usefulness of argumentation, regression analysis indicated that epistemological beliefs instead predicted the avoidance component (as did a desire to maintain warm relationships). Need for cognition predicted the approach component, whereas assertiveness predicted both. The need to better understand why some students avoid arguments is discussed.     

Teacher education, preservice teacher beliefs, and the moral work of teaching

This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it.     

Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students

This study examines teachers’ beliefs regarding linguistic diversity and their approaches to teaching Spanish as a second language (SSL) in the inclusion of immigrant students whose first language is not Spanish. Grounded in a qualitative study in multicultural schools in Andalusia (Spain), we compared the voices of two groups of teachers: regular teachers and specialist language teachers. Teachers reflected monolingual beliefs -from assimilationist to deficit approaches- and attached great importance to the role that SSL has for immigrant students. Results indicated the need for professional development for teachers to promote multilingualism based on beliefs of language-as-resource or language-as-right.     

"教学作为说服"——一种新的关于教学的观点及其启示

近年来,美国学术界出现了一种新的关于教学的观点——教学作为说服。这种观点既可以看作是对建构主义教学理论进一步完善的努力,也可以看作是对建构主义教学理论的一种突破。它在坚持建构主义基本观点的基础上,重新解释了说服一词,将它作为新观点的核心概念,在依然强调内部因素的同时,大胆地强调了外部因素——信息及其他与内部因素相互作用对学生学习的影响。这种新观点对于我国教学理论的创新具有重要的启示。     

Teacher education,graduates’ teaching commitment and entrance into the teaching profession

This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation.     

An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning

Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors.     

‘Extended Schools’: an exploration of the feelings,beliefs and intentions of parents and teachers

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools project was formally launched by the Northern Ireland Secretary of State on 7 March 2006, and aims to provide a wide range of services and activities in school with the intention of helping to meet the needs of children, their families and the wider community. The qualitative approach was deemed the most appropriate methodology for gathering data.     

High school students’ scientific epistemological beliefs,motivation in learning science,and their relationships: A comparative study within the Chinese culture

This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students’ SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students’ SEBs and their MLS.     

The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability,and about their roles as teachers

The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. Teaching effectiveness is operationally defined as multiple dimensions of teaching practices observed in inclusive classrooms. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.     

Accounting for structure and agency in ‘close-up’ research on teaching,learning and assessment in higher education

This paper examines research into teaching, learning and assessment (TLA) in higher education in terms of structure and agency. It argues that although issues of structure and agency are seen as crucial in social theory, they are very little discussed in research into TLA in higher education and that a consideration of structure and agency raises some important questions about this research and the quality of the explanations that it generates. It is therefore time to reconsider this research from the standpoint of structure and agency so that more sophisticated approaches to researching, and generating explanations of, teaching, learning and assessment in higher education can be developed.