Epistemic Climate and Epistemic Change: Instruction Designed to Change Students' Beliefs and Learning Strategies and Improve Achievement

Autor/inn/en	Muis, Krista R.; Duffy, Melissa C.
Titel	Epistemic Climate and Epistemic Change: Instruction Designed to Change Students' Beliefs and Learning Strategies and Improve Achievement
Quelle	In: Journal of Educational Psychology, 105 (2013) 1, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0029690
Schlagwörter	Academic Achievement; Prior Learning; Self Efficacy; Intervention; Teaching Methods; Learning Strategies; Questionnaires; Control Groups; Critical Thinking; Constructivism (Learning); Epistemology; Problem Solving; Student Attitudes; Statistics; Learning Processes; Graduate Students; Learning Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Kritisches Denken; Erkenntnistheorie; Problemlösen; Schülerverhalten; Statistik; Learning process; Lernprozess; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Motivation for studies; Lernmotivation
Abstract	The purpose of this study was to assess the effectiveness of an intervention designed to foster epistemic change over the course of 1 semester. The intervention was based on constructivist teaching practices that incorporated teacher modeling of critical thinking of content, evaluation of multiple approaches to solving problems, and making connections to prior knowledge. Sixty-three students across 2 classrooms (one intervention [n = 31], one control [n = 32]) participated and completed questionnaires 5 times over the semester. Questionnaires measured students' epistemic beliefs, learning strategies, and levels of motivation for their statistics class. Results revealed that for students in the intervention class, their epistemic beliefs shifted midway through the semester, whereas students in the control group maintained a consistent level of beliefs throughout the semester. Intervention students' self-reported use of critical thinking and elaboration strategies also significantly increased midway through the semester, as did their levels of self-efficacy for learning statistics. In contrast, students in the control group maintained a consistent level of strategy use and self-efficacy. Finally, students in the intervention group had a significantly higher final grade compared with those in the control group. (Contains 3 tables, 7 figures and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10