Hong Kong Teacher Education Students’ Epistemological Beliefs and their Relations with Conceptions of Learning and Learning Strategies

Kwok-wai Chan

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Educational Strategies and Epistemologies Innovative Teaching and Learning Methods Evaluation of Teaching Practices

Abstract

A questionnaire was administered to 231 teacher education students of a university in Hong Kong to examine their epistemological beliefs, conceptions of learning, and learning strategies. The three variables were measured respectively using the Epistemological Beliefs Scale (EBS) (Chan & Elliott, 2002), Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002) and Revised Two Factor Study Process Questionnaire (R-SPQ-2F) (Biggs, Kember, & Leung, 2001). Correlation and path analysis showed significant relations between epistemological beliefs and conceptions of learning and learning strategies. The results suggest the significant roles of epistemological beliefs in learning, through their impact on and relations with the conceptions of learning and strategies adopted by the students. Implications were drawn with suggested ways for further research on their relationships and other metacongitive variables in learning such as achievement or motivation goals. The research findings would provide significant and valuable knowledge in this area and enable a better understanding of the nature and process of learning. [Copyright © 2007 De La Salle University, Philippines.]

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References

1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1969The Psychology of the Child 1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning 1984Understanding Student Learning 2001The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F 2009Personal epistemology the psychology of beliefs about knowledge and knowing 1994Developing reflective judgment : understanding and promoting intellectual growth and critical thinking in adolescents and adults 1996The Chinese Learner: Cultural, Psychological, and Contextual Influences.

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