Relación entre creencias sobre resolución de problemas, creencias epistemológicas, nivel académico, sexo y desempeño en resolución de problemas: un estudio en educación secundaria
The first purpuse of this investigation was to study the effects of sex and grade level on secondary students’ beliefs about epistemology and problem solving. The second purpuse was to analyze the contribution of both belief systems, grade level, and sex to problem solving achievement. One hundred a...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Cádiz |
| Repositorio: | RODIN. Repositorio de Objetos de Docencia e Investigación de la Universidad de Cádiz |
| OAI Identifier: | oai:rodin.uca.es:10498/22316 |
| Acceso en línea: | http://hdl.handle.net/10498/22316 |
| Access Level: | acceso abierto |
| Palabra clave: | Creencias epistemológicas creencias sobre resolución de problemas nivel en la educación secundaria sexo resolución de problemas Epistemological beliefs beliefs about problem solving grade level sex problem solving |
| Sumario: | The first purpuse of this investigation was to study the effects of sex and grade level on secondary students’ beliefs about epistemology and problem solving. The second purpuse was to analyze the contribution of both belief systems, grade level, and sex to problem solving achievement. One hundred and forty-four High School students, 9th and 11th grade students, took part in the study. Two questionnaires (Schommer and StageKloosterman’s questionnaires) and a problem solving test (two word problems of the PISA tests) were administered to these students. Two ANOVAs, an ANCOVA, and a multiple regression analysis were carried out from data obtained in the investigation. In the light of the foregoing, it can be concluded that: a) The higher is the grade level of secondary students, the more appropriate are beliefs about epistemology and problem solving; b) Students’ sex has a significant influence on epistemological beliefs, but not on beliefs about problem solving; and c) Students’ problem solving achievement depends on grade level and their beliefs about problem solving, and these beliefs are themselves dependent on students’ epistemological beliefs. |
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