ROLE OF EPISTEMOLOGICAL BELIEFS AND LEARNED HELPLESSNESS IN SECONDARY-SCHOOL STUDENTS LEARNING SCIENCE CONCEPTS FROM TEXT

This study examined the relationship between two variable sets: (a) ep istemological beliefs (quick learning, simple knowledge, certain knowl edge, and innate ability) and learned helplessness and (b) conceptual understanding and application reasoning in conceptual change learning (CCL). Hypothetical dimensions underlying the Epistemological Belief Q uestionnaire and effects of different kinds of prior knowledge on CCL were explored with 212 students in Grades 9-12 in 13 science classes a t a rural public high school in Georgia. Exploratory factor analyses r evealed 3 factors underlying epistemological beliefs: Quick Learning, Simple-Certain Knowledge, and Innate Ability. Canonical correlation an alyses show that beliefs about Simple-Certain Knowledge contribute the most to CCL, whereas beliefs about Innate Ability contribute the leas t. Beliefs about Simple-Certain Knowledge and Quick Learning are impor tant factors in CCL.