Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning
- 12 October 2016
- journal article
- research article
- Published by Informa UK Limited in International Journal of Science Education
- Vol. 38 (15), 2327-2345
- https://doi.org/10.1080/09500693.2016.1240384
Abstract
This study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning.Keywords
Funding Information
- Ministry of Science and Technology, Taiwan (MOST 103-2511-S-011-004-MY2, MOST 104-2511-S-018-013-MY4, MOST 103-2628-S-018-002-MY3)
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