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A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches
Date
2009-01-01
Author
Özkal, Kudret
Öztekin, Ceren
Çakıroğlu, Jale
Sungur, Semra
Metadata
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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 variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis Supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable.
Subject Keywords
Constructivist learning environment
,
Scientific epistemological belief
,
Learning approach
URI
https://hdl.handle.net/11511/46963
Journal
LEARNING AND INDIVIDUAL DIFFERENCES
DOI
https://doi.org/10.1016/j.lindif.2008.05.005
Collections
Department of Mathematics and Science Education, Article