A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches.

摘要: Abstract This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief (fixed tentative), approach. It was that perceptions predict approach directly indirectly through beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students measure perceptions, beliefs, approach, respectively. Path analysis supported the in general, although not all paths significant. All found tentative The relationship between fixed beliefs Fixed significantly related only with personal relevance variable.