Exploring the link between students' epistemological beliefs with their metacognitive strategies and meaningful learning of chemistry

• Main Author: Pulmones, Richard
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Cognitive learning; Belief and doubt; Chemistry > Study and teaching; Teaching Methods; Motivation in education; Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/70; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1069/viewcontent/CDTG003836_P.pdf
• Institution: De La Salle University

The study explored the link between students epistemological beliefs with their metacognitive strategies and meaningful learning of Chemistry adopting a multiple-case study designed to unfold the stories of nine specific cases. Data were collected from 33 female first year students of BS Psychology enrolled in General Inorganic Chemistry for the first semester of school year 2004-2005 at St. Scholasticas College Manila, Philippines; however data analysis was restricted to nine cases. Epistemological beliefs were assumed to be a system of beliefs comprising of more or less independent dimensions. In this study the dimensions of epistemological beliefs were (a) Structure of Scientific Knowledge, (b) Nature of Knowing and Learning, (c) Real-life Applicability, (d) Evolving Knowledge, and (e) Source of Ability to Learn. Epistemological beliefs were ascertained from the Epistemological Beliefs Assessment for Physics Science (EBAPS), the Students Belief Inventory (SBI), the Epistemological Follow-up Belief Questionnaire (EBFQ), and from interview data. Metacognition is conceptualized as the students overt planning, monitoring and evaluation behaviors as they study identified topics in Chemistry or while engaged in various activities. Metacognitive index was measured using a researcher made Metacognitive Inventory in Science (MIS), [a equal to 0.88] administered at the onset and at the end of the study. Metacognitive profiles of the nine cases were described from a qualitative analysis of students responses on the different Feedback to the Activity included in the various metacognitive activities. Interviews were conducted to triangulate these data sources. Meaningful learning was ascertained as success of students on test items constructed to illustrate higher levels of cognitive functioning as defined in Blooms Taxonomy of Educational Objectives. Analysis of students portfolios as well as interview data also provided a window into students meaningful learning. The results of the study seem to indicate that epistemological beliefs can moderate or mediate and even affect students purposeful choice of study strategies. As students exhibit naïve beliefs, they tend to resort to simplistic ways of acquiring knowledge. They rely on authority and resort to memorization. They do not find value in their study of Chemistry because of the many computations and calculations involved. They do not demonstrate coherence between formulas and the concepts these formulas represent. They have a dichotomous view of the different topics studied. They could exhibit metacognitive behaviors only to a limited extent even if activities are provided for these students to demonstrate such behavior. On their own, it is doubtful that they can direct their own learning. Thus, meaningful learning had not occurred for these students. On the other hand, students exhibiting moderate to sophisticated epistemologies are judged to have exhibited high metacognitive behaviors. They select study strategies that would bring about meaning and understanding. They find the different studied topics highly interrelated. They can apply prior knowledge as they solve problems or accomplish tasks. They are more engaged in their learning, solving additional problems, consistently checking and assessing their progress. These students demonstrate excellent planning, monitoring and, evaluation behaviors; as such they can direct their own learning. In the process meaningful learning had occurred. More research is needed to generalize the results of this study. The mediating effect of students epistemological beliefs on cognition and metacognition has to be investigated further. A longitudinal study is recommended to explore the developmental stages of students epistemological beliefs and their interplay with cognition and metacognition. In terms of instruction, there is a need for more research on what kind of academic tasks in Chemistry or related disciplines can bring about the activation of epistemological beliefs or resources and how these beliefs can explicitly influence students choice of study strategies.