Students' epistemological beliefs and approaches to learning

Students' epistemological beliefs and approaches to learning

AARE 2002 Conference Papers

• Chan, Kwok Wai Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2002

Australian Association for Research in Education (AARE). Conference (2002: Brisbane)

• M 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Epistemology Learning Strategies Preservice Teacher Education Student Beliefs Student Teacher Attitudes Student Teachers Study Habits Questionnaires Hong Kong Study Process Questionnaire (SPQ)

• Hong Kong

• 1997.7 onwards

• 專上教育

A survey study was conducted to examine the epistemological beliefs and study approaches of a group of Hong Kong teacher education students. Results showed that epistemological beliefs and study approaches of the students were independent of age, gender and electives. Correlation analysis, however, indicated that the students' epistemological beliefs were related to their study approaches. Beliefs in innate/fixed ability, authority/expert knowledge and certainty knowledge were positively related to surface approach, surface motive and surface strategy in learning while belief in learning effort/process was positively related to deep approach, deep motive and strategy in learning. A negative relation was also identified between belief in authority/expert knowledge and deep approach, motive and strategy. The results supported the suggestions in research literature that epistemological beliefs were related to meta-cognitive activities and implications were drawn for teaching and learning as well as future research in this area.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• 英文

會議論文

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/tc/bibs/df52ed93

2010-11-25