The impact of explicit popular science prologue and personal epistemic beliefs on students' online learning of scientific epistemology embedded popular science
| Autor: | Tsao, Sheng-Wei, 曹盛威 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The purpose of this study is to develop scientific epistemology embedded online popular science learning materials with explicit popular science prologue to facilitate student’s scientific concepts construction and epistemic beliefs about science. The content of popular science article is about the development of astronomy history which included four episode science scenarios. The prologue’s purpose is to help student understanding the context of the story and epistemic beliefs of science explicitly. This study adapted a quasi-experimental design which 120 non-science college students were recruited. 60 students were assigned into explicit (prologue) group, and the other 60 students were assigned to the implicit (non-prologue) group according to the pre-test score of their epistemic beliefs about science. All students received both epistemic beliefs about science questionnaire before learning. The epistemology embedded astronomy related reading test include testing of students’ scientific concepts and epistemic beliefs about science which was given to all students before and after online learning. During the online learning of scientific epistemology embedded online popular science materials, students learning process and responses to the questions were collected as well as their eye movement. The online learning content also include questions covering both scientific concepts and epistemic beliefs about science knowledge and epistemology. Results of epistemology embedded astronomy related reading test shows that all groups made significant progress after learning, regardless of scientific concept construction and scientific epistemic beliefs about science. Both factors of explicit prologues and high vs. low epistemic beliefs all made significant impact on their dependent variables. Post hoc indicated that explicit group outperformed than to the implicit group on their scientific concepts construction, and students with high epistemic beliefs groups outperformed than to the low epistemic beliefs about science group. For the epistemic beliefs about science, it indicated no different was found, regardless of explicit vs. implicit prologue group or high vs. low epistemic belief in science group. For the online learning process, it indicated that students all made significantly progress from unit one to unit four, regardless of scientific concept construction and scientific epistemic beliefs about science. Both factors of explicit prologues and high vs. low epistemic beliefs all made significant impact on their dependent variables. Post hoc indicated that explicit group outperformed than to the implicit group on their scientific concepts construction, and students with high epistemic beliefs groups outperformed than to the low epistemic beliefs about science group. The interaction between two factors also existed. Results of eye movement behaviors indicated that shows that explicit group has significant longer mean regression duration at area of interest in the content of online learning materials than to the implicit group. And, low epistemic beliefs about science group has significant longer mean fixation duration and mean regression duration at area of interest in the question area than to the groups with middle and high epistemic beliefs about science. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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