La dimensionalidad de las creencias personales; la investigación de creencias a partir de un estudio de campo
Resumen
El propósito de este estudio era examinar si las creencias epistemológicas personales son más sensibles al estudio del dominio o no. También examinamos la relación de esta creencia con otros factores relevantes como la educación de los padres, el género, la actitud y el rendimiento académico. Participaron en este estudio 276 estudiantes de educación matemática y de magisterio de primaria (15 % hombres y 85 % mujeres, edad media = 20,65). En el presente estudio se utilizó un enfoque cuantitativo. El hallazgo de este estudio sugirió que la certeza del conocimiento y la posibilidad de alcanzar la verdad son dominios más específicos. Los estudiantes de educación matemática tienen creencias más sólidas sobre la certeza del conocimiento que los estudiantes de formación docente primaria, el principio de las matemáticas no cambia y la mayor parte de la verdad en las matemáticas ya se encuentra. Por el contrario, las creencias sobre la justificación del conocimiento y la fuente del conocimiento son dominios más generales. Encontramos que los estudiantes de educación matemática y la formación de maestros de primaria son iguales en las creencias sobre la justificación del conocimiento y la fuente del conocimiento. La influencia de estas creencias en el rendimiento académico es significativa. En ambos estudios de campo, las creencias epistemológicas personales se correlacionan con las actitudes hacia el rendimiento académico. Tanto los estudiantes masculinos como femeninos en el departamento de educación matemática y el departamento de formación de maestros de primaria son iguales en creencias epistemológicas personales. Este estudio contribuye a mejorar el rendimiento académico de los estudiantes de educación superior.
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