Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study

    Authors

    M. G. Gill; P. T. Ashton;J. Algina

    Comments

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    Abbreviated Journal Title

    Contemp. Educ. Psychol.

    Keywords

    epistemological beliefs; conceptual change; mathematics; refutational; text; augmented activation; systematic processing; PROMOTING CONCEPTUAL CHANGE; PRIOR KNOWLEDGE; TEXT STRUCTURE; COMPREHENSION; SCIENCE; CLASSROOM; MODEL; Psychology, Educational

    Abstract

    We investigated a theoretical model including an instructional intervention and systematic processing to account for change in preservice teachers' epistemological beliefs about teaching and learning in mathematics. General and subject-specific epistemological beliefs and systematic processing were assessed in 161 preservice teachers, randomly assigned to an experimental group whose epistemological beliefs about mathematics were activated and challenged through augmented activation and refutational text or to a control group who read a traditional expository text. The model was partially supported. The treatment group receiving the instructional intervention demonstrated greater change in implicit epistemological beliefs than the control group, and partial support for systematic processing as a mediator of the relationship between general epistemological beliefs and change in specific epistemological beliefs was obtained. (C) 2004 Elsevier Inc. All rights reserved.

    Journal Title

    Contemporary Educational Psychology

    Volume

    29

    Issue/Number

    2

    Publication Date

    1-1-2004

    Document Type

    Article

    Language

    English

    First Page

    164

    Last Page

    185

    WOS Identifier

    WOS:000220527800004

    ISSN

    0361-476X

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