Epistemological Beliefs Case Study
Epistemological Beliefs and College English Learning Demands: The Case of First-year Students
Key words: naive and sophisticated epistemic beliefs, conceptual change, English learning, and adapting/adopting instructional methods
Abstract
Epistemological beliefs are the assumptions that individuals accumulate about knowledge and ways of obtaining it. Research evidence shows that epistemic beliefs, among other individuals’ affective characteristics, play an important role in the process of language learning. The aim behind the present study is to substantiate the role students’ language learning preconceptions play in predicting the success or failure of instructional methods. For this end, the epistemological beliefs of 110 freshman students
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They (N=110) also believe that knowledge is unquestionable and often handed down by authority: usually teachers and parents (M= 3.38>2.72). They also still think that learning is anything but a quick process (M= 2.65<2.72). Regarding the quick learning subscale, students experienced a slight change in the mean of only 0.01. However, such post-treatment mean raise was found insignificant (t (109) = -,163, p (.871) >0.05). In other words, students’ assumptions regarding the quick learning subscale did not get less …show more content…
Learner-centred teaching will also help get rid of the ‘traditional lecture and test’ way of teaching (). When teachers teach, solely, to prepare students for tests, they encourage students to adopt performance rather than learning objectives. They also encourage students to memorize whatever it was taught without any further processing or integration with previously acquired notions.
Epistemological beliefs can be changed and conceptual change can be promoted.
Students with a mean age of 21.86 years a change in domain-specific epistemic beliefs thanks to a short instructional intervention refutational epistemological instruction’ as opposed to a non challenging informational instruction (Kienhues, D., Bromme, R. and Stahl, E. 2008)
To promote sophisticated simple knowledge
Teachers should also choose test questions that address higher cognitive abilities by giving students the opportunity to go beyond merely remembering and comprehending the learned materials. Test questions should encourage students to apply and put into practice the learned notions, analyze, synthesize and
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