Epistemological Beliefs Questionnaire: Difference between revisions
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* [[Teaching and learning conceptions questionnaire]] (TLCQ) | * [[Teaching and learning conceptions questionnaire]] (TLCQ) | ||
== Schommer 1990 == | |||
Schommer (1990) addressed two research questions: “What are students’ beliefs about the nature of knowledge?” and “How do these beliefs affect comprehension?” <ref>Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. http://doi.org/10.1037/0022-0663.82.3.498 </ref> | |||
A revised version was discussed in Schommer (1994a) <ref name="schommer199b">Schommer, M., Synthesizing epistemological belief of research: tentative understandings and provocative confusions, Educational Psychology Review, 6 (4) (1994), pp. 293-319</ref> and explained in more detail in Schommer (1994b) <ref>Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R., and Alexander, P. (eds.), Beliefs About Text and About Text Instruction, Erlbaum, Hillsdale, New Jersey, pp. 25-39.</ref> | |||
Schommer's EBQ includes 63 items measuring five dimensions: | |||
{{quotationblock| | |||
# Source of knowledge: From knowledge is handed down by omniscient authority to knowledge is reasoned out through objective and subjective means. | |||
# Certainty of knowledge: From knowledge is absolute to knowledge is constantly evolving. | |||
# Organization of knowledge: From knowledge is compartmentalized to knowledge is highly integrated and interwoven. | |||
# Control of learning: From ability to learn is genetically predetermined to ability to learn is acquired through experience. | |||
# Speed of learning: From learning is quick or not-at-all to learning is a gradual process. | |||
}} <ref name="schommer199b"/> | |||
== Chang and Elliott 2004 == | == Chang and Elliott 2004 == | ||
Revision as of 16:35, 18 February 2019
Introduction
The Epistemological Beliefs Questionnaire has been developed to measure teachers' and students' belief about knowledge and its acquisition.
See also:
Schommer 1990
Schommer (1990) addressed two research questions: “What are students’ beliefs about the nature of knowledge?” and “How do these beliefs affect comprehension?” [1]
A revised version was discussed in Schommer (1994a) [2] and explained in more detail in Schommer (1994b) [3]
Schommer's EBQ includes 63 items measuring five dimensions: Template:Quotationblock [2]
Chang and Elliott 2004
“Four epistemological belief and two teaching and learning conception dimensions were identified from a survey study of a sample of Hong Kong teacher education students. The epistemological belief dimensions were labeled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. [..] The two teaching and learning conceptions were labelled Traditional and Constructivist Conceptions.” [4].
Questionnaire development is described in Chan and Elliott (2002). [5]
Below are sample items of the epistemological beliefs questionnaire.
| Dimensions | Items |
|---|---|
| Innate/Fixed Ability |
|
| Learning Effort/Process |
|
| Authority/Expert Knowledge |
|
| Certainty Knowledge |
|
Chai et al. 2006
Chai et al. (2006) adapted an instrument developed by Chan and Elliott’s (2004) [4] study. The latter was from Schommer’s larger 63-item questionnaire on various epistemological dimensions. This modified EBQ version “covers four dimensions, labelled as Innate/Fixed Ability, LearningEffort/Process, Authority/Expert Knowledge and Certainty of Knowledge” (Chai et al, 2006:291):
| Dimensions | Sample items |
|---|---|
| Innate/Fixed Ability (INFIX) | ● Students who begin school with average ability remain average
● Our ability to learn is fixed at birth |
| Learning Effort/Process (LEP) | ● Understanding course materials and thinking process are more important than acquiring knowledge/facts
● Knowing how to learn is more important than the acquired facts |
| Authority/Expert Knowledge (AEK) | ● I still believe in what the experts say even though it differs from what I know
● I have no doubt in whatever the expert says |
| Certainty of Knowledge (CK) | ● Scientific knowledge is certain and does not change
● If scientists try hard enough, they can find the truth to almost anything |
Bibliography and references
Cited with footnotes
- ↑ Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. http://doi.org/10.1037/0022-0663.82.3.498
- ↑ 2.0 2.1 Schommer, M., Synthesizing epistemological belief of research: tentative understandings and provocative confusions, Educational Psychology Review, 6 (4) (1994), pp. 293-319
- ↑ Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R., and Alexander, P. (eds.), Beliefs About Text and About Text Instruction, Erlbaum, Hillsdale, New Jersey, pp. 25-39.
- ↑ 4.0 4.1 Chan, K. W. & Elliot, R. G. (2004) Relational analysis of personal epistemology and conceptions about teaching and learning, Teaching and Teacher Education, 20, 817–831
- ↑ Chan, K., & Elliott, R. G. (2002). Exploratory Study of Hong Kong Teacher Education Students’ Epistemological Beliefs: Cultural Perspectives and Implications on Beliefs Research. Contemporary Educational Psychology, 27(3), 392–414. http://doi.org/10.1006/CEPS.2001.1102
Bibliography
- Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285–298. http://doi.org/10.1080/09523980600926242
- Chan, K. W. & Elliott, R. G. (2002) Exploratory study of Hong Kong teacher education students’ epistemolog-ical beliefs: cultural perspectives and implications on beliefs research,Contemporary Educational Psychology,27(3), 392–414.
- Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension, Journal of Educational Psychology, 82 (3), 498–504