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Publication
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| Research Title |
SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND ACADEMIC PERFORMANCE OF HIGH SCHOOL BIOLOGY STUDENTS |
| Date of Distribution |
29 November 2019 |
| Conference |
| Title of the Conference |
Personal Epistemology and Learning in the Digital Age |
| Organiser |
National Taiwan Normal University |
| Conference Place |
National Taiwan Normal University |
| Province/State |
Taipei, Taiwan |
| Conference Date |
28 November 2019 |
| To |
30 November 2019 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
57 |
| Editors/edition/publisher |
- |
| Abstract |
The science epistemological beliefs of student have important role in learning science as it reflects to ้how students perceive learning, and their learning outcome as a consequence. The present study aimed to investigate the relationship between scientific epistemological beliefs (SEBs) and academic performance. The total of 76 of 10th graders, who were studying in science and mathematics program, were participated in this study. A well-validated SEB questionnaire was translated and used as a tool to collect data. The questionnaire was consisted of four dimensions
of scientific knowledge and knowing; ‘Source’, ‘Certainty’, ‘Development’ and ‘Justification’. Students’ academic performance (GPA) of science was obtained from the latest semester. Partial least squares structural equation model (PLS-SEM) technique in Smart PLS 3.0 was used to test the proposed model and to study the relationship between students’ SEBs and their academic performance. Four dimensions of SEBs showed relatively good reliability in internal consistency. Path analysis indicated some significant relations between SEBs and academic performance. It revealed that ‘Source’, ‘Certainty’ and ‘Justification’ of SEBs were found to negatively correlated with academic performance. While only beliefs in ‘Development’ of scientific knowledge was positively correlated with academic performance. Moreover, it was found that beliefs in ‘Certainty, ‘Development’ and ‘Justification’ knowledge were positively correlated with ‘Source’ of scientific
knowledge. Teaching and learning science practices, this including classroom culture, are used to further discuss. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Abstract |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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