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Students’ epistemological beliefs about science: The impact of school science experience
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Peer, J., & Lourdusamy, A. (2005). Students’ epistemological beliefs about science: The impact of school science experience. Journal of Science and Mathematics Education in Southeast Asia, 28(2), 81-95.
The science epistemological beliefs of students have been found
to play an important role in determining their learning
orientations towards science. Conley, Pintrich, Vekiri, &
Harrison (2004) developed a measure to examine the
epistemology beliefs of students about science. The measure
encompasses four dimensions about scientific knowledge:
source, certainty, development and justification. The purpose
of this study was to look at the reliability of this measure in the
Singapore context and to find out the epistemological beliefs of
Singapore students about science. The findings showed that
the four scales have relatively good reliability in term of internal
consistency. The alpha-coefficient of the scales ranged from .65
to .84. The scale reliability obtained with the Singapore sample
is comparable to that obtained by Conley et al. (2004). With
respect to the epistemological beliefs of students the mean scores
on all the scales were above 4.5 on a 6-point scale. This indicates
that the students in Singapore have fairly sophisticated beliefs
about scientific knowledge. The article discusses some
implications of the findings for science education.
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