Browsing by Subject "Epistemological beliefs"

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    Creencias de los y las docentes sobre la enseñanza de la educación física en Guayaquil
    (Universidad de Murcia: servicio de publicaciones, 2024) Hernández Mite, Kelly Deysi; Prados Megías, María Esther; Aguilar Morocho, Elva Katherine
    he objective of this study was to examine the epistemological and pedagogical beliefs of physical education teachers and to reveal the relationship between these beliefs. The participants in the study were 364 graduate teachers from the Technical University of Manabí and the University of Guayaquil. The "epistemological beliefs questionnaire" and the "teaching and learning conceptions questionnaire" were used as data collection tools. In the data analysis, descriptive statistics, independent samples t-test, Pearson correlation analysis and path analysis were applied. It was determined that the average scores of the physical education teachers in the learning process-doubt of authority/expert knowledge, learning effort and constructivist conception were high, while their scores in innate/fixed ability, certainty of knowledge and traditional conception were moderate. According to the results of the path analysis, it was revealed that their innate/fixed ability and knowledge certainty beliefs positively predicted traditional conception, while their learning process beliefs, doubting authority/expert knowledge and effort of learning,positively predicted the constructivist conception. As a result of the investigation, it was determined that, in general, physical education teachers believed in the importance of effort and the process in learning, and that they adopted a constructivist conception. Furthermore, it was revealed that epistemological beliefs are an important variable in the prediction of pedagogical beliefs
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    Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics
    (Universidad de Murcia. Servicio de Publicaciones, 2013-06-06) Schommer-Aikins, Marlene; Duell, Orpha K.
    In order to understand how epistemological beliefs (beliefs about knowledge and learning) influence mathematical problem solving, over 700 college students completed a domain general and a domain specific (mathematical problem-solving) beliefs questionnaire. In addition, they completed two mathematical tasks, one that assessed cognitive depth and the other problem solving. Mathematical and general epistemological belief factors emerged from a single exploratory factor analysis. Furthermore, students with high mathematical background showed consistency between domain general and domain specific epistemological beliefs, whereas, students with less mathematical background were significantly different between the two levels of belief specificity. Comparisons among path analyses revealed indirect effects of general epistemological beliefs and direct effects of domain specific epistemological beliefs on mathematical performance.