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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความที่เผยแพร่ |
EXPLORING THAI HIGH SCHOOL STUDENTS’ SCIENTIFIC EPISTEMIC BELIEFS
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| วัน/เดือน/ปี ที่เผยแพร่ |
1 ธันวาคม 2561 |
| การประชุม |
| ชื่อการประชุม |
2018 International Conference of East-Asian Association for Science Education |
| หน่วยงาน/องค์กรที่จัดประชุม |
East-Asian Association for Science Education, National Dong Hwa University. |
| สถานที่จัดประชุม |
National Dong Hwa University |
| จังหวัด/รัฐ |
Hualien, Taiwan |
| ช่วงวันที่จัดประชุม |
29 พฤศจิกายน 2561 |
| ถึง |
2 ธันวาคม 2561 |
| Proceeding Paper |
| Volume (ปีที่) |
6 |
| Issue (เล่มที่) |
1 |
| หน้าที่พิมพ์ |
33 |
| Editors/edition/publisher |
2018 International Conference of East-Asian Association for Science Education |
| บทคัดย่อ |
The epistemic beliefs are individuals’ beliefs about the nature of knowledge and knowing. In the recent decade, there has been an increasing interest in educational research on students’ epistemic beliefs. This study aimed to study the epistemic beliefs in science that are composed of four relevant dimensions: source, certainty, development of knowledge and justification of knowing of Thai high school students’ epistemic beliefs in science.. There were 61 males and 212 females involved in the study. The average age of the participant was 17 years. Among the participants, 69,164, and 40 were in grade 10, 11, and 12, respectively. These participants came from intact classes in which female students usually outnumber males. Participants were from different school areas such as subdistrict administrative organization, subdistrict municipality, town municipality, and city municipality those set by the Ministry of Education. The Scientific Epistemological Beliefs (SEBs) Questionnaire (Conley, Pintrich, Vekiri, & Harrison, 2004) was used to probe the participants’ epistemic beliefs in science. The questionnaire was translated from English to Thai and then the translated version was read by a content expert to review the translation. To analyze the gender difference, the t-test analysis was conducted. To find the differences in grade levels and school areas, the ANOVA was employed. It was found that participants had higher scores for the dimensions of source and certainty. In comparison with the work by Yang and colleagues (2016) which showed lower mean scores for the two dimensions, the Thai students seemed to have less complex beliefs in authority source and certainty of knowledge. Statistical results indicated no significant differences between different genders, and no difference was found for age and the grade level. However, significance differences in school areas were found for dimensions of source, certainty and justification The analysis on school areas showed that subdistrict administrative organization (SAO) and subdistrict municipality (SA) students had higher mean scores in source and certainty than did the high town municipality (TM), and city municipality (CM) students. The finding indicated that SAO and SA students tended to hold less sophisticated beliefs about source of knowing and certainty of knowledge. In short, the study result implied that Thai students’ epistemic beliefs in science were related mainly to the areas where they were studying. Based on the result, it is suggested that science teachers and researchers in Thai need to pay more attention to the development of students’ epistemic beliefs (Yong & Phang, 2015).
Keywords: scientific epistemic beliefs, Gender, Grade, School areas
References (Please refer to APA 6th edition format)
Conley, A. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs
in elementary science students. Contemporary Educational Psychology, 29(2), 186–204.
Yang, F. Y., Chang, C. C., Chen, L. L., & Chen, Y. C. (2016) Exploring learners’ beliefs about
science reading and scientific epistemic beliefs, and their relations with science text
understanding, International Journal of Science Education, 38:10, 1591-1606.
Yong, X. H., & Phang, F. A. (2015). Science and arts streams students’ scientific epistemological
beliefs. International Education Studies, 8 (13), 88-92.
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| ผู้เขียน |
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| การประเมินบทความ (Peer Review) |
มีผู้ประเมินอิสระ |
| มีการเผยแพร่ในระดับ |
นานาชาติ |
| รูปแบบ Proceeding |
Abstract |
| รูปแบบการนำเสนอ |
Oral |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
เป็น |
| ผลงานที่นำเสนอได้รับรางวัล |
ไม่ได้รับรางวัล |
| แนบไฟล์ |
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| Citation |
0
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