The Relationship between Students’ Scientific Epistemological Beliefs and their Performance of Knowledge Integration in Web-based Inquiry

Abstract

In recent years, an increasing number of studies have focused on exploring the roles of students' scientific epistemological beliefs (SEBs) in science learning. These studies revealed that students' SEBs might affect their knowing process. This study employed the theory of Knowledge Integration (KI) to unpack the knowing process of science learning, and further explore the relations between students' SEBs and their performance of knowledge integration. Fifty-four Chinese students of Grade 8 in one middle school in Beijing were employed to attend Newton Scooters, a unit on the topic of energy conversion and conservation in the Web-based Inquiry Science Environment (WISE). Students' SEBs and performance of knowledge integration were assessed through revised questionnaires. The pre-and post-test results indicated that students' performance of knowledge integration about energy conversion and conservation improved significantly through the unit. The finding showed a significant correlation between students' SEBs and their KI. The more sophisticated SEBs students had, the better they performed in knowledge integration. Moreover, students who were aware of the importance of experiments performed better in the critique activities, while those who believed the scientific knowledge was uncertain performed better in the construction activities.