IJARP
SJIF(2020): 5.702

International Journal of Advanced Research and Publications

High Quality Publications & World Wide Indexing!

Do Sophisticated Scientific Epistemological Beliefs Of Sri Lankan Senior Secondary Students Predict Their Conceptions Of Learning Science? A Structural Equation Modelling Analysis

Volume 2 - Issue 7, July 2018 Edition
[Download Full Paper]

Author(s)
Lasanthi Prasadini, Junainah Abd Hamid, Ali Khatibi, S. M. Ferdous Azam
Keywords
conceptions of learning, secondary education, scientific epistemological beliefs, science education
Abstract
This paper attempts to show the predictive effect of Sri lankan senior secondary students’ scientific epistemological beliefs on their conceptions of learning science. The study was a survey using a sample which included 415 Sri lankan senior secondary students (grade 10 and 11).The structural equation modelling was performed to analyse the data to ascertain the predictive effect of scientific epistemological beliefs of these students. The results revealed that the senior secondary students’ scientific epistemological beliefs predict their conceptions of learning science. Moreover it was found that sophisticated scientific epistemological beliefs of these students predict the constructive conceptions of learning science. The findings provide important implications for development of science curriculum and improvement of achievement level of senior secondary students in science.
References
[1]. B. K. Hofer and P. P. R, “The Development of Epistemologieal Theories:Beliefs About Knowledge and Knowing and Their Relation to Learning,” Review of Educational Research (67:1), pp. 88-140, 1997.

[2]. Sadi, Özlem and M. Dağyar, “High School Students’ Epistemological Beliefs, Conceptions of Learning, and Self-efficacy for Learning Biology: A Study of Their Structural Models,” Eurasia Journal of Mathematics, Science & Technology Education, pp. 1061-1079, 2015.

[3]. J. Liang and C. Tsai, “Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science,” International Journal of Science Education, 32 (17), pp. 2273-2289, 2010.

[4]. S. W.-Y. Lee, J.-C. Liang and C.-C. Tsai, “Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning,” International Journal of Science Education, vol. 38, no. 15, pp. 2327-2345, 2016.

[5]. K. W. Chan, “Hong Kong teacher education students: Epistemological beliefs and their relations with conceptions of learning and learning strategies,” 2007.

[6]. M. S. Aikins, S. Unruh and J. Morphew, “Epistemological Belief Congruency in Mathematics between Vocational Technology Students and their Instructors,” Journal of Education and Training Studies, vol. 3, no. 4, pp. 137-145, 2015.

[7]. C. Y. Lee and Y. Yuan, “Taiwan Junior High School Adolescents’ Epistemological Beliefs toward Mathematics and Science,” ISRN Education, vol. 2012, 2012.

[8]. D. Alsumait, “The epistemological beliefs of undergraduates towards Information Science,” in Doctoral dissertation, Brunel University London)., 2015.

[9]. B. Çetin, “Academic motivation and approaches to learning in predicting college students' academic achievement: Findings from Turkish and US samples,” ournal of College Teaching & Learning (Online), vol. 12, no. 2, p. 141, 2015.

[10]. K. Serkan and E. Bahçivan, “High school students’ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: A structural equation model,” Research in Science & Technological Education, vol. 33, no. 2, pp. 252-267, 2015.

[11]. J. Peer and Lourdusamy, “Students’ epistemological beliefs about science: The impact of school science experience,” Journal of Science and Mathematics Education in Southeast Asia, vol. 28, no. 2, pp. 81-95, 2005.

[12]. H. A. Arslantaş, “Epistemological Beliefs and Academic Achievement,” Journal of Education and Training Studies (4-1), pp. 215-220, 2016.

[13]. M. M. Taha and M. El-Habbal, “The Relationship between Epistemic Beliefs and Academic Performance: Are Better Students always More Mature?,” Journal of Educational and Developmental Psychology ( 3 - 1), pp. 158-172, 2013.

[14]. C.C. Tsai, H. N. J. Ho, J.C. Liang and H.M. Lin., “Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students,” Learning and Instruction , vol. 21, no. 6, pp. 757-769., 2011.

[15]. C.C. Tsai, “Relationship between students' Scientific Epistemological Beliefs and perception of constructivist learning environment,” Educational Research (42:2), pp. 193-205, 2000.

[16]. F.Marton and R.Saljo, “On qualitative differences in learning: I—Outcome and process,” British journal of educational psychology, vol. 46, no. 1, pp. 4-11, 1976.

[17]. M. H. Lee, R. E. Johanson and C. C. Tsai, “Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis,” Science Education, vol. 92, no. 2, pp. 191-220., 2008.

[18]. C. C. Tsai, “Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis,” International Journal of Science Education, vol. 26 , no. 14, pp. 1733-1750., 2004.

[19]. H.N. J. Ho and J.C. Liang, “The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of learning science: a study of Taiwan high school students,” International Journal of Science Education.

[20]. S. Govindaraj, “A Study of the national innovation system of Sri Lanka,” University of Moratuwa, Sri lanka, 2016.

[21]. Z. Zuhair, ““Whither Sri Lanka’s education system?,” Daily Mirror, p. 30, February 08, 2018..

[22]. P. Jayawardena, “Sri Lanka Needs Equal Access to Science Education,” Talking Economics.

[23]. Department of Examination. Sri lanka, “Evaluation Report,” 2016.

[24]. R. M. Marra and P. Betsy, “Epistemologies of the sciences, humanities, and social sciences: Liberal arts students' perceptions,” The Journal of General Education , vol. 57 , no. 2, pp. 100-118, 2008.

[25]. R. Millar, “Bending the evidence: The relationship between theory and experiment in science education.,” Doing science: Images of science in science education , pp. 38-61, 1989.

[26]. C. C. Tsai, “An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders.,” Science Education, vol. 82, no. 4, pp. 473-489, 1998.

[27]. A. M. Conley, R. P. Paul, V. Ioanna and H. Delena, “Changes in epistemological beliefs in elementary science students,” Contemporary educational psychology , vol. 29, no. 2, pp. 186-204., 2004.

[28]. J. F. Hair, G. T. M. Hult, C.M.Ringle and M. Sarstedt, A primer on partial least squares structural equation modeling (PLS-SEM), London: Sage Publications, 2014.