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Physics instructional context and learners’ epistemological beliefs

This study focuses on the physics epistemological beliefs of physics learners in one of the universities located in Malaysia on instruction in physics education. Sophisticated physics epistemological beliefs learners perceive physics knowledge as dynamic, tentative, and evolving with highly interrel...

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Main Author: Lee, Ween Shin
Format: Thesis
Language:English
Published: 2015
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/77696/1/LeeWeenShinPFP2015.pdf
http://eprints.utm.my/id/eprint/77696/
http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:95431
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spelling my.utm.776962018-06-29T21:29:28Z http://eprints.utm.my/id/eprint/77696/ Physics instructional context and learners’ epistemological beliefs Lee, Ween Shin L Education (General) This study focuses on the physics epistemological beliefs of physics learners in one of the universities located in Malaysia on instruction in physics education. Sophisticated physics epistemological beliefs learners perceive physics knowledge as dynamic, tentative, and evolving with highly interrelated concepts, and are able to see themselves as the knowers who can construct and evaluate knowledge through interaction with others. On the other hand, naive physics epistemological beliefs learners view physics knowledge as fixed and absolute as well as truth and fact accumulating knowledge that is transmitted and received from authorities. Research shows that physics learners adopt different learning strategies according to their physics epistemological beliefs. Learners with sophisticated physics epistemological beliefs tend to use deep learning approach while their counterparts are likely to adopt rote learning strategies. Hypothesis shows that instructional context exerts strong impact on learners’ physics epistemological beliefs. However, many research have not provided detailed explanation on how instructional context practices influence learners’ epistemological beliefs. Thus, the objectives of this research study are to investigate learners’ physics epistemological beliefs towards instructional context and to develop a framework outlining the instructional context that causes sophisticated and naive physics epistemological beliefs. Phenomenological research design was used and the data was collected from four respondents for a semester through interviews and observations. Constant comparative method was used to analyse the collected qualitative data. As a result, a framework with six categories and 36 sub-categories of instructional context was generated which explain the development of learners’ physics epistemological beliefs. The framework serves as the basic guideline for physics educators to better design instructional context which will enhance the development of sophisticated physics epistemological beliefs among learners to improve their learning strategies and physics conceptual understanding. 2015-08 Thesis NonPeerReviewed application/pdf en http://eprints.utm.my/id/eprint/77696/1/LeeWeenShinPFP2015.pdf Lee, Ween Shin (2015) Physics instructional context and learners’ epistemological beliefs. PhD thesis, Universiti Teknologi Malaysia, Faculty of Education. http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:95431
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Lee, Ween Shin
Physics instructional context and learners’ epistemological beliefs
description This study focuses on the physics epistemological beliefs of physics learners in one of the universities located in Malaysia on instruction in physics education. Sophisticated physics epistemological beliefs learners perceive physics knowledge as dynamic, tentative, and evolving with highly interrelated concepts, and are able to see themselves as the knowers who can construct and evaluate knowledge through interaction with others. On the other hand, naive physics epistemological beliefs learners view physics knowledge as fixed and absolute as well as truth and fact accumulating knowledge that is transmitted and received from authorities. Research shows that physics learners adopt different learning strategies according to their physics epistemological beliefs. Learners with sophisticated physics epistemological beliefs tend to use deep learning approach while their counterparts are likely to adopt rote learning strategies. Hypothesis shows that instructional context exerts strong impact on learners’ physics epistemological beliefs. However, many research have not provided detailed explanation on how instructional context practices influence learners’ epistemological beliefs. Thus, the objectives of this research study are to investigate learners’ physics epistemological beliefs towards instructional context and to develop a framework outlining the instructional context that causes sophisticated and naive physics epistemological beliefs. Phenomenological research design was used and the data was collected from four respondents for a semester through interviews and observations. Constant comparative method was used to analyse the collected qualitative data. As a result, a framework with six categories and 36 sub-categories of instructional context was generated which explain the development of learners’ physics epistemological beliefs. The framework serves as the basic guideline for physics educators to better design instructional context which will enhance the development of sophisticated physics epistemological beliefs among learners to improve their learning strategies and physics conceptual understanding.
format Thesis
author Lee, Ween Shin
author_facet Lee, Ween Shin
author_sort Lee, Ween Shin
title Physics instructional context and learners’ epistemological beliefs
title_short Physics instructional context and learners’ epistemological beliefs
title_full Physics instructional context and learners’ epistemological beliefs
title_fullStr Physics instructional context and learners’ epistemological beliefs
title_full_unstemmed Physics instructional context and learners’ epistemological beliefs
title_sort physics instructional context and learners’ epistemological beliefs
publishDate 2015
url http://eprints.utm.my/id/eprint/77696/1/LeeWeenShinPFP2015.pdf
http://eprints.utm.my/id/eprint/77696/
http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:95431
_version_ 1643657606877675520
score 13.211869

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