The Effect of a Teaching Program on Changing Students’ Epistemological Beliefs and Learning

By Chiu-Ching Chen and Ching-Yuan Chang.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Educational psychologists have become increasingly interested in students’ beliefs about the nature of knowledge and knowing. Although initial researchers accounted epistemology as an area of philosophy, a proliferation of research has found the importance of students’ epistemic development to learning. Over the last decade, numerous studies focused on what epistemological beliefs are and how the beliefs develop, but few studies implemented teaching programs to change students’ epistemological beliefs, especially young students. This article proposed a teaching program for junior high school students to change their epistemological beliefs, and then examined the effect of the teaching program on students’ epistemological beliefs and learning characteristics. The participants were 7th graders (N=105) divided into an experimental group (N=52) and a contrast group (N=53) with original classes. The quasi-experimental design was applied and the observed data were subjected to the multivariate analysis of variance. The results showed that the teaching program was helpful in improving students’ epistemological beliefs and learning.

Keywords: Action Control, Epistemological Beliefs, Learning Motivation, Learning Strategies, Teaching Strategies for Changing Epistemological Beliefs

The International Journal of Learning, Volume 15, Issue 3, pp.161-168. Article: Print (Spiral Bound). Article: Electronic (PDF File; 796.312KB).

Dr. Chiu-Ching Chen

National Taiwan Normal University, Taiwan

Ching-Yuan Chang

Tzu Chi University, Taiwan


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