Do Epistemically More Sophisticated Students Always Learn Better than Epistemically Less Sophisticated Students in a Constructivist Learning Context?

Autor/inn/en	Lin, Feng; Zhu, Gaoxia; Chan, Carol K. K.
Titel	Do Epistemically More Sophisticated Students Always Learn Better than Epistemically Less Sophisticated Students in a Constructivist Learning Context?
Quelle	In: Educational Psychology, 43 (2023) 6, S.583-603 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2241685
Schlagwörter	Elementary School Students; Grade 5; Foreign Countries; Constructivism (Learning); Epistemology; Beliefs; Achievement Gains; Science Instruction; Elementary School Science; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Erkenntnistheorie; Belief; Glaube; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Hongkong
Abstract	Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with "higher" prior epistemic beliefs (EB High) had better learning gains than students with "lower" prior epistemic beliefs (EB Low) in a different constructivist learning context--Knowledge Building. We found that EB High and EB Low students did not differ in learning gains in Knowledge Building. We also examined how EB High and EB Low students engaged in epistemic practices on Knowledge Forum. Through discourse analysis, we found that although EB High students engaged in more sophisticated epistemic practices than EB Low students did, they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how to help students with different epistemic sophistication benefit from a constructivist learning context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01