Berding, Florian and Basten, Melanie and Brauer, Heike and Stiller, Cornelia and Schmid, Sebastian and Rebmann, Karin and Schloemer, Tobias and Wilde, Matthias (2017) Development of a Questionnaire for Assessing Beliefs About Learning in Biology. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 64 (3). pp. 223-237. ISSN 0342-183X,
Full text not available from this repository. (Request a copy)Abstract
In this paper we describe the development of scales for assessing learners' beliefs about learning in biology. The scales can be used for conducting scientific studies or diagnosing learning prerequisites. The paper argues that reliable instruments for assessing beliefs about knowledge, knowing and learning are still missing. The need to differentiate between beliefs about knowledge and knowing on the one hand and beliefs about learning on the other hand is lined out. Based on a literature review, scales measuring the beliefs about ability, effort, and speed to learn are developed. 363 teacher students for biology and nature and life (Sachunterricht) participated in the study. Factor analyses provide evidence for the assumed beliefs about learning. All scales reach high values for Cronbach's a ranging between .71 and .86. Discriminant validity of the scales is proved by the strict Fornell-Larcker-Criterion. The paper draws conclusions for further scale development.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | EPISTEMOLOGICAL BELIEFS; PERSONAL EPISTEMOLOGY; PRESERVICE TEACHERS; SECONDARY-SCHOOL; STUDENTS; CONCEPTIONS; KNOWLEDGE; Epistemological beliefs; epistemic beliefs; learning beliefs; questionnaire; educational diagnostics |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Pädagogik I (Prof. Dr. Klaus-Peter Wild) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 14 Dec 2018 13:01 |
| Last Modified: | 28 Feb 2019 10:03 |
| URI: | https://pred.uni-regensburg.de/id/eprint/645 |
Actions (login required)
 |
View Item |
