Understanding epistemological development in first- and second-year chemistry students

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Nathaniel Grove, Assistant Professor (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site: http://library.uncw.edu/

Abstract: Epistemological beliefs—a learner’s perspective about knowledge and the nature of learning—have been found to play a vital role in learning. Much research has been conducted, both in general and in specific fields, to explore epistemological development in college-aged students; however, little of that research has been done specifically in chemistry. Prior research has documented how chemistry-specific epistemological beliefs change as students progress through their study of chemistry. The current research, which uses a qualitative, longitudinal approach, expands upon this work and explores factors, both curricular and extracurricular, that influence the development of students’ epistemological beliefs about learning chemistry. This manuscript specifically focuses on development during students’ study of chemistry during their first and second years.

Additional Information

Mazzarone, K. M., & Grove, N. P. (August 13, 2013). Understanding epistemological development in first- and second-year chemistry students. Journal of Chemical Education, 90, 8, 968-975. DOI: 10.1021/ed300655s.
Language: English
Date: 2013
First-Year Undergraduate/General, Second-Year Undergraduate, Chemical Education Research
Knowledge, Theory of
College freshmen--Knowledge and learning
College sophomores--Knowledge and learning
Chemistry—Study and teaching (Higher)--Research

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