A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches.

By Kudret Özkal, C. Tekkaya, J. Çakıroğlu, S. Sungur. 2009

117 citations recorded by the source corpus.

Abstract This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3f9a84befe1afd00a0777a950798e4ab2c3bbc7c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Indeed, students excel academically in a learner-centered, constructivist learning environment in which the construction of knowledge is interactive, inductive, and collaborative (Ozkal, Tekkaya, Cakiroglu, & Sungur, 2009 ).”
Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science (2010, background): “Ozkal et al. (2009) found that students who believed in the tentativeness of knowledge appeared to use learning strategies which led to deeper processing of information.”