Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments

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Challenges and Future Directions of Big Data and Artificial Intelligence in Education (2020, background): “For example, under the constructionist framework (Tsai, 2000), the technology-enhanced or AI-powered education may empower students to know their learning activities and patterns, predict their possible learning outcomes, and strategically regulate their learning behavior (Koh et al., 2014; Loftus…”
The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, background): “In particular, students with constructivistoriented SEVs tended to perform better in peer-cooperative small-group or so-called ‘‘social constructivist’’ learning environments (such as laboratory) than those with positivist SEVs ( Tsai 1999b, 2000; Wallace et al. 2003).”
Nested epistemologies: Science teachers' beliefs of teaching, learning and science (2002, background): “Tsai (2000) also found that science students’ views about the nature of science were nested with their perceptions of learning environments in science.”