東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Taiwanese students' epistemological ...

Chang, Tzuchau,

Linked to FindBook

Google Book

Amazon

博客來

Taiwanese students' epistemological commitments and research knowledge construction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Taiwanese students' epistemological commitments and research knowledge construction // Tzuchau Chang.
Author:	Chang, Tzuchau,
Description:	1 electronic resource (274 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 55-10, Section: A.
Contained By:	Dissertations Abstracts International55-10A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9416683
ISBN:	9798535581064

Taiwanese students' epistemological commitments and research knowledge construction /
Chang, Tzuchau,

Taiwanese students' epistemological commitments and research knowledge construction /Tzuchau Chang. - 1 electronic resource (274 pages)

Source: Dissertations Abstracts International, Volume: 55-10, Section: A.

This research was designed to examine Taiwanese Cornell graduate students' epistemological commitments and their ways of research knowledge construction, and to investigate the nature of any relationship between their epistemological commitments and knowledge construction. This research was guided by Novak's "Human Constructivism" which addresses a constructive perspective on education with a unity of psychological and epistemological meaning making. Thus, this research encompassed both psychological theories of cognitive learning and epistemological beliefs about scientific knowledge. Ausubel's assimilation theory of cognitive learning and Gowin and Novak's meaningful learning provide the basis for the psychological perspective on cognitive learning of this research. Nussbaum's analysis of philosophical perspectives, Lincoln and Guba's distinctions between postpositivism and naturalism, and Edmondson's categorization of logical positivism and constructivism form the base for the discussion of epistemological beliefs in this research. This research included a questionnaire survey and two interviews. Its methodology was qualitatively oriented. It relied on descriptive analyses of survey results and interview transcripts, rather than hypothesis testing. The students' epistemological commitments were revealed through their responses to questions that identified six core factors: observation, inquiry process, data, inquiry results, knowledge, and the development and growth of knowledge, which were adapted from Edmondson's questionnaire. This research showed that the students expressed different epistemological beliefs about different core factors, so their overall epistemological commitments were not consistent. Concept mapping and Gowin's epistemological Vee were incorporated with interviews to study the students' research knowledge construction. Basically, their research knowledge construction was methodologically oriented, which emphasized more methodological issues but paid less attention to the influences of theoretical issues. However, their studies were still theory-driven because their research was conducted within certain "paradigms" in which the theories, philosophies, and world views of their research were imposed. Overall, the students held moderate positions while discussing epistemological issues, but they adopted a firmly logical positivist view to construct their research knowledge. This suggested the dominance of logical positivism in school education and research settings; however, that their moderate position on epistemological issues showed their awareness of the constructivist perspective.

English

ISBN: 9798535581064Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Chinese

Taiwanese students' epistemological commitments and research knowledge construction /
LDR:03864nmm a22003733i 4500 001 2435401
005 20251001074927.5
006 m o d
007 cr|nu||||||||
008 261011s1994 miu||||||m |||||||eng d
020 $a 9798535581064
035 $a (MiAaPQD)AAI9416683
035 $a AAI9416683
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Chang, Tzuchau, $e author. $3 3825692
245 1 0 $a Taiwanese students' epistemological commitments and research knowledge construction / $c Tzuchau Chang.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 1 electronic resource (274 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 55-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $b Ph.D. $c Cornell University $d 1994.
520 $a This research was designed to examine Taiwanese Cornell graduate students' epistemological commitments and their ways of research knowledge construction, and to investigate the nature of any relationship between their epistemological commitments and knowledge construction. This research was guided by Novak's "Human Constructivism" which addresses a constructive perspective on education with a unity of psychological and epistemological meaning making. Thus, this research encompassed both psychological theories of cognitive learning and epistemological beliefs about scientific knowledge. Ausubel's assimilation theory of cognitive learning and Gowin and Novak's meaningful learning provide the basis for the psychological perspective on cognitive learning of this research. Nussbaum's analysis of philosophical perspectives, Lincoln and Guba's distinctions between postpositivism and naturalism, and Edmondson's categorization of logical positivism and constructivism form the base for the discussion of epistemological beliefs in this research. This research included a questionnaire survey and two interviews. Its methodology was qualitatively oriented. It relied on descriptive analyses of survey results and interview transcripts, rather than hypothesis testing. The students' epistemological commitments were revealed through their responses to questions that identified six core factors: observation, inquiry process, data, inquiry results, knowledge, and the development and growth of knowledge, which were adapted from Edmondson's questionnaire. This research showed that the students expressed different epistemological beliefs about different core factors, so their overall epistemological commitments were not consistent. Concept mapping and Gowin's epistemological Vee were incorporated with interviews to study the students' research knowledge construction. Basically, their research knowledge construction was methodologically oriented, which emphasized more methodological issues but paid less attention to the influences of theoretical issues. However, their studies were still theory-driven because their research was conducted within certain "paradigms" in which the theories, philosophies, and world views of their research were imposed. Overall, the students held moderate positions while discussing epistemological issues, but they adopted a firmly logical positivist view to construct their research knowledge. This suggested the dominance of logical positivism in school education and research settings; however, that their moderate position on epistemological issues showed their awareness of the constructivist perspective.
546 $a English
590 $a School code: 0058
650 4 $a Science education. $3 521340
650 4 $a Social studies education. $3 3422293
650 4 $a Educational philosophy. $3 3173367
653 $a Chinese
690 $a 0714
690 $a 0998
690 $a 0534
710 2 $a Cornell University. $e degree granting institution. $3 3767664
773 0 $t Dissertations Abstracts International $g 55-10A.
790 $a 0058
791 $a Ph.D.
792 $a 1994
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9416683