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

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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

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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.