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

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

219
views

0
downloads

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

Suggestions

OpenMETU
Core

A Multilevel Analysis of Students' Science Achievements in Relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers' Personal Characteristics Pamuk, Savas; Sungur, Semra; Öztekin, Ceren (2017-12-01) This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students' science achievement to the existing literature. More specifically, the present article examined students' science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers' characteristics. Data were gathered from both...
Modelling between epistemological beliefs and constructivist learning environment Cetin-Dindar, Ayla; KIRBULUT, ZÜBEYDE DEMET; Boz, Yezdan (2014-11-01) The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed b...
An investigation on constructivist classroom characteristics in ELT methodology II courses Kesal, Füsun; Aksu, Meral; Department of Educational Sciences (2003) The purpose of this study was to investigate to what extent constructivist classroom characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the aim was to explore the extent to which constructivist learning activities and evaluation strategies were perceived to be useful by the students and the instructors. Thirdly, the study also attempted to find out the extent to which the students and the instructors in ELT departments had constructivist conceptions of learning and teaching....
An anthropological analysis of the knowledge on graphics within middle school mathematics Akar, Nazlı (2018-01-01) The aim of this study is to analyze the knowledge on graphics within middle school mathematics from an anthropological perspective. The study, which was carried out in framework of the Anthropological Theory of the Didactic, conducted a document analysis with the purpose of determining the institutional qualities of middle school mathematics. In this context, the study examined a variety of documents including mathematics curriculums that are used in Elementary Mathematics Special Teaching Methods instituti...
A Case study of problem solving in eye-tracking Özdemir, Doruk; Çakır, Murat Perit; Department of Cognitive Sciences (2013) Traditional theories of cognition have been critiqued for underestimating the role and contributions of embodied processes, more specifically the role of sensorimotor skills, in higher-order cognitive processes such as reasoning and problem-solving. Embodied theories of cognition have started to emphasize and illustrate the prominent roles of lower-level processes and sensorimotor skills in mental processes. This thesis aims to reveal the connection between higher cognitive skills, specifically problem-solv...

Citation Formats

K. Özkal, C. Öztekin, J. Çakıroğlu, and S. Sungur, “A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches,” LEARNING AND INDIVIDUAL DIFFERENCES, pp. 71–79, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46963.