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LEARNING ENVIRONMENT, STUDENTS’ BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING
Journal of Baltic Science Education ( IF 1.232 ) Pub Date : 2019-06-10 , DOI: 10.33225/jbse/19.18.389
Maison Maison 1 , Syahrial 1 , Syamsurizal 1 , Tanti 2
Affiliation  

Physics is a branch of science that has its uniqueness and characteristics. The uniqueness of physics lies in the existence of concepts that are abstract and require idealization through mathematical modeling. This makes physics conceptually justified as a difficult subject, both to be learned and taught (Hofer & Pintrich, 1997; Mulhall & Gunstone, 2012). Some of the main obstacles faced by students in learning physics include: the low ability to explain the principles of physics qualitatively (McDermott, 1993), misconception (Duit, Niedderer, & Schecker, 2007), the low ability in solving physics problems (May & Etkina, 2002), low conceptual understanding (McDermott, 1993; Osborne, Simon, & Collins, 2003), and low motivation as well as low active involvement in learning physics (Tran, 2012). Researchers in the field of science education try to explore the factors that affect students’ learning process, especially in the field of physics by not only submitting observational evidence, but also involving a multiperspective framework to understand, describe, and convey the role of a social and individual aspect on students’ learning process (Otero, 2003). One of the individual aspects that plays an important role in the process of knowledge construction is a set of beliefs that students have about the characteristics of knowledge and how to acquire that knowledge (May & Etkina, 2002). Youn (2000) defined beliefs as implicit assumptions held by students about the source and certainty of knowledge and how to obtain it. This means that beliefs can be identified as a reference to learning, whereby knowledge acquired by students is generated from the cognitive process. Fishbein and Ajzen (2010) explained that these beliefs have a significant impact on individuals’ attitudes, and finally, these attitudes influence individuals’ behaviors. Hammer (1994b) categorized students’ beliefs about physics and physics learning in a continuum on three aspects, namely (1) beliefs about the structure of physical knowledge (pieces coherence), (2) beliefs about Maison, Syahrial, Syamsurizal Jambi University, Indonesia Tanti Sultan Thaha Saifuddin State Islamic University, Indonesia Abstract. Studies of correlations between students’ beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students’ beliefs, and selfregulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students’ beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students’ beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students’ beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.

中文翻译:

物理学习中的学习环境、学生的信念和自我调节:结构方程建模

物理学是一门科学,有其独特性和特点。物理学的独特之处在于存在抽象的概念,需要通过数学建模进行理想化。这使得物理学在概念上被证明是一门需要学习和教授的困难学科(Hofer 和 Pintrich,1997 年;Mulhall 和 Gunstone,2012 年)。学生在学习物理时面临的一些主要障碍包括:定性解释物理原理的能力低下 (McDermott, 1993)、误解 (Duit, Niedderer, & Schecker, 2007)、解决物理问题的能力低下 (May & Etkina, 2002)、概念理解能力低下 (McDermott, 1993; Osborne, Simon, & Collins, 2003),以及学习物理的积极性和参与度低 (Tran, 2012)。科学教育领域的研究人员试图探索影响学生学习过程的因素,尤其是在物理学领域,不仅通过提交观察证据,而且还涉及多视角框架来理解、描述和传达社会的作用。学生学习过程的个人方面(Otero,2003 年)。在知识构建过程中发挥重要作用的个人方面之一是学生对知识特征以及如何获取知识的一组信念(May & Etkina, 2002)。Youn (2000) 将信念定义为学生对知识的来源和确定性以及如何获得知识的隐含假设。这意味着信念可以被识别为学习的参考,学生所获得的知识是从认知过程中产生的。Fishbein 和 Ajzen (2010) 解释说,这些信念对个人的态度有重大影响,最后,这些态度会影响个人的行为。Hammer (1994b) 将学生对物理和物理学习的信念分为三个方面的连续统,即(1)关于物理知识结构的信念(片段连贯性),(2)关于 Maison、Syahrial、Syamsurizal 占碑大学的信念,印度尼西亚Tanti Sultan Thaha Saifuddin 国立伊斯兰大学,印度尼西亚摘要。学生信念与学生学习各个方面之间的相关性研究成为教育和心理学领域发展最快的研究领域之一。当前研究的目的是通过结构方程模型 (SEM) 分析学习环境、学生的信念和学习物理的自我调节之间的相关性。来自印度尼西亚占碑市现有五所公立高中的 1010 名学生参与了这项研究。三份自我报告问卷包括(1)WIHIC、(2)CLASS和(3)MSLQ用于收集研究数据。数据分析表明,学生的信念与物理学习中自我调节的多个维度(批判性思维和同伴学习)呈显着正相关;而意义建构和问题解决能力的维度与自我调节的情感成分(考试焦虑)显着相关。然而,学生信念的维度对所有的自我调节成分没有任何显着影响。此外,学习环境维度与学生在概念联系维度上的物理信念显着相关,并与所有自我调节维度相关。
更新日期:2019-06-10
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