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Science Teachers' Epistemic Cognition in Instructional Decision Making.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Science Teachers' Epistemic Cognition in Instructional Decision Making./
Author:	Ponnock, Annette R.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355171556

Science Teachers' Epistemic Cognition in Instructional Decision Making.
Ponnock, Annette R.

Science Teachers' Epistemic Cognition in Instructional Decision Making. - 1 online resource (166 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

One understudied barrier to science education reform concerns teachers' cognitive processes and how they relate to instructional decision-making. Epistemic cognition---teachers' beliefs about knowledge and knowledge acquisition and goals for their students' knowledge acquisition---could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naive profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355171556Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Science Teachers' Epistemic Cognition in Instructional Decision Making.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Avi Kaplan.
502 $a Thesis (Ph.D.) $c Temple University $d 2017.
504 $a Includes bibliographical references
520 $a One understudied barrier to science education reform concerns teachers' cognitive processes and how they relate to instructional decision-making. Epistemic cognition---teachers' beliefs about knowledge and knowledge acquisition and goals for their students' knowledge acquisition---could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naive profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
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710 2 $a Temple University. $b Educational Psychology. $3 1182711
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