Understanding Epistemological Development in First- and Second-Year Chemistry Students

• Autores: Kristina M. Mazzarone, Nathaniel P. Grove
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 90, Nº 8, 2013, págs. 968-975
• Idioma: inglés
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• Resumen

  • Epistemological beliefs?a learner�s perspective about knowledge and the nature of learning?have been found to play a vital role in learning. Much research has been conducted, both in general and in speci?c ?elds, to explore epistemological development in college-aged students; however, little of that research has been done speci?cally in chemistry. Prior research has documented how chemistry-speci?c epistemological beliefs change as students progress through their study of chemistry. The current research, which uses a qualitative, longitudinal approach, expands upon this work and explores factors, both curricular and extracurricular, that in?uence the development of students� epistemological beliefs about learning chemistry. This manuscript speci?cally focuses on development during students� study of chemistry during their ?rst and second years