A Chinese Young Adult Non-Scientist's Epistemologies and Her Understandings of the Concept of Speed

Autor/inn/en	Cao, Ying; Brizuela, Barbara M.
Titel	A Chinese Young Adult Non-Scientist's Epistemologies and Her Understandings of the Concept of Speed
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 6, S.895-915 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1023857
Schlagwörter	Young Adults; Asians; Adult Learning; Cultural Differences; Learning Processes; Learning Experience; Epistemology; Beliefs; Novices; Mathematical Concepts; Scientific Concepts; Nonmajors; Native Speakers; Non English Speaking; Motion; Educational Background; Prior Learning; Cultural Background; Graduate Students; Foreign Students; Interviews + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Asian; Asiat; Asiatin; Asiaten; Asiate; Adulte education; Adult training; Erwachsenenbildung; Kultureller Unterschied; Learning process; Lernprozess; Lernerfahrung; Erkenntnistheorie; Belief; Glaube; Muttersprachler; Bewegungsablauf; Vorbildung; Vorkenntnisse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik
Abstract	Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have not investigated students who are not currently enrolled in such classes. Additionally, past studies have primarily focused on individuals who are native English speakers from Western cultures. In this paper, we aim to investigate whether Hammer and his colleagues' claims concerning learners' epistemologies could be extended to individuals who lack advanced mathematics and science training, have had different cultural and learning experiences, and have grown up speaking and learning in another language. To this end, we interviewed a participant with these characteristics about her understandings of the concept of speed. Our findings show that previous theoretical frameworks can be used to explain the epistemologies of the individual examined in this study. The case suggests that these theories may be relevant regardless of the learner's mathematics and science background, language, educational experience, and cultural background. In the future, more cases should be examined with learners from different academic backgrounds and cultures to further support this finding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01