Beliefs About Knowledge, Knowing, and Learning: Differences Across Knowledge Types in Physics

摘要: The authors examined whether students’ epistemic and learning beliefs varied across different knowledge types in physics. On the basis of various frameworks, predicted that individuals’ would vary within a domain same content when presented conceptually versus procedurally. Participants were 81 high school students enrolled an advanced physics course. Students completed oriented test procedurally on 1 week apart, they immediately responded to Epistemological Beliefs Assessment for Physical Science questionnaire after completion each test. Results revealed girls espoused more constructivist about conceptual than procedural knowledge, whereas opposite was found boys. Moreover, female did male both types. These results have important theoretical methodological implications.