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Volume 13, Issue 1 (Spring 2011)
Advances in Cognitive Sciences 2011, 13(1): 1-14 |
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Rezaei A. Relationship between Epistemological Beliefs and Conceptions of Learning in Students with Surface- and Deep-Learning Approaches. Advances in Cognitive Sciences 2011; 13 (1) :1-14
URL: http://icssjournal.ir/article-1-311-en.html
URL: http://icssjournal.ir/article-1-311-en.html
Assistant Professor, Tabriz Payam-e-Nour University, Tabriz, Iran.
Abstract: (2720 Views)
Objective: The purpose of conducting this research was to investigate the relationship between epistemological beliefs (simple/absolute knowledge and fast/fixed learning) and students’ conceptions of learning (learning as: gaining information, understanding and remembering, personal change, a process not bound by time or place, the development of social competence), and identifying the relative contribution of each of them in predicting surface and deep learning approaches by students.
Method: For this, 240 students from humanities and basic science of Tabriz Payame Noor University students (142 females and 98 males) were randomly selected using multiple-stage sampling, and completed the Epistemology Questionnaire (EQ), Approaches and Study Skills Inventory for Students (ASSIST) and the Conceptions of Learning Inventory (COLI). Data were analyzed using Pearson’s correlation test and standard or simultaneous multiple regression analysis.
Results: Results indicated that personal change and development of social competence were the meaningful predicting factors of deep learning approached. Compared to the development of social competence, personal change had higher beta value. In the prediction of surface-learning approaches, epistemological beliefs of fast/ fixed learning and understanding and remembering conceptions of learning were statistically meaningful. Compared to fast/fixed learning epistemological beliefs, understanding and remembering conceptions of learning had higher beta value.
Method: For this, 240 students from humanities and basic science of Tabriz Payame Noor University students (142 females and 98 males) were randomly selected using multiple-stage sampling, and completed the Epistemology Questionnaire (EQ), Approaches and Study Skills Inventory for Students (ASSIST) and the Conceptions of Learning Inventory (COLI). Data were analyzed using Pearson’s correlation test and standard or simultaneous multiple regression analysis.
Results: Results indicated that personal change and development of social competence were the meaningful predicting factors of deep learning approached. Compared to the development of social competence, personal change had higher beta value. In the prediction of surface-learning approaches, epistemological beliefs of fast/ fixed learning and understanding and remembering conceptions of learning were statistically meaningful. Compared to fast/fixed learning epistemological beliefs, understanding and remembering conceptions of learning had higher beta value.
Keywords: Epistemological Beliefs, Conceptions Of Learning, Learning Approaches, Surface-Learning Approach, Deep-Learning Approach, Students
Type of Study: Research |
Subject:
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Received: 2010/11/22 | Accepted: 2011/01/21 | Published: 2011/03/21
Received: 2010/11/22 | Accepted: 2011/01/21 | Published: 2011/03/21
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