Chan Carol K. K., Sachs John
Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
Contemp Educ Psychol. 2001 Apr;26(2):192-210. doi: 10.1006/ceps.1999.1045.
This study examined elementary school children's beliefs about learning and assessed the influences of such beliefs on their understanding of science texts. Eighty-three children, 46 from Grade 4 and 37 from Grade 6, were administered a questionnaire on children's implicit notions of learning. Children were also asked to read a science text and complete several tasks that assessed their understanding of text information. Results indicated that older children were more likely to hold constructivist views of learning, and they also performed better than younger children on the text-processing tasks. As well, children's views of learning were significantly related to depth of text understanding when age effects were controlled. This study extends current research on epistemological beliefs of university and high school students. Implications of children's beliefs about learning and their roles in knowledge construction are discussed. Copyright 2001 Academic Press.
本研究考察了小学生对学习的看法，并评估了这些看法对他们理解科学文本的影响。83名儿童参与了此项研究，其中46名来自四年级，37名来自六年级，他们接受了一份关于儿童隐性学习观念的问卷。孩子们还被要求阅读一篇科学文本，并完成几项评估他们对文本信息理解的任务。结果表明，年龄较大的儿童更倾向于持有建构主义的学习观，并且他们在文本处理任务上的表现也优于年龄较小的儿童。此外，在控制了年龄因素后，孩子们的学习观与文本理解的深度显著相关。本研究扩展了当前关于大学生和高中生认识论信念的研究。文中还讨论了儿童学习信念及其在知识建构中的作用。版权所有2001年学术出版社。
