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dc.contributor.authorChiou, Guo-Lien_US
dc.contributor.authorLee, Min-Hsienen_US
dc.contributor.authorTsai, Chin-Chungen_US
dc.date.accessioned2019-04-02T05:58:21Z-
dc.date.available2019-04-02T05:58:21Z-
dc.date.issued2013-01-01en_US
dc.identifier.issn0263-5143en_US
dc.identifier.urihttp://dx.doi.org/10.1080/02635143.2013.794134en_US
dc.identifier.urihttp://hdl.handle.net/11536/150499-
dc.description.abstractBackground and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high school students ranging from 15 to 18 years old participated in this study. Three questionnaires for assessing high school students' epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students' approaches to learning physics in light of the regression models. That is, students' beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as 'Seeing in a new way' were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as 'Testing' were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.en_US
dc.language.isoen_USen_US
dc.subjectapproaches to learning physicsen_US
dc.subjectconceptions of learning physicsen_US
dc.subjectepistemic views on physicsen_US
dc.titleHigh school students' approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physicsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/02635143.2013.794134en_US
dc.identifier.journalRESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATIONen_US
dc.citation.volume31en_US
dc.citation.spage1en_US
dc.citation.epage15en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000318598300001en_US
dc.citation.woscount18en_US
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