Ramani Pilaka Venkata - Academia.edu (original) (raw)
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Hofer assumed an influence of teachers' personal epistemologies on students' personal epistemolog... more Hofer assumed an influence of teachers' personal epistemologies on students' personal epistemologies. Educational Model for Personal Epistemology (EMPE) proposed reciprocal influences between teachers' and students' personal epistemologies. Schommer-Aikins observed that some components of mathematics professors' personal epistemologies were similar to the mathematics students' personal epistemologies. We observed that the physics teachers' and the students' personal epistemologies on structure of the knowledge, nature of knowing and learning, evolving knowledge, and source of ability were similar. The current study was conducted at Rajahmundry, India. 91 students who scored 90% and above in a state conducted common public exam from about 10 institutions and 109 high school and college teachers from about 90 institutions participated in the study. A translated and English version of EBAPS survey was administered to both the students and teachers. Statistical analysis indicated interesting patterns. Results of ANOVA test on teachers' scores indicated that the teachers had significantly higher scores on axes 2 (nature of knowing and learning), 3 (real life applicability), 5 (source of ability to learn) than the scores on Axes 1 (structure of knowledge) and 4 (evolving knowledge). Similar ANOVA test on students' scores also gave the same result. Independent t-tests between the teachers' and students' scores on each axis showed no significant difference on axes 1, 2, 4, and 5. However the independent t-test showed a significant difference between the teachers' and students' on total epistemological scores and on axis 3. Independent t-tests showed that the total scores and the scores on Axis 1 of male students were significantly higher than those of female students. Teachers' and students' epistemological beliefs extracted from their answers to the individual questions in the survey showed more similarities. Furthermore context-dependency of the epistemological beliefs was also observed in the extracted beliefs.
Hofer assumed an influence of teachers' personal epistemologies on students' personal epistemolog... more Hofer assumed an influence of teachers' personal epistemologies on students' personal epistemologies. Educational Model for Personal Epistemology (EMPE) proposed reciprocal influences between teachers' and students' personal epistemologies. Schommer-Aikins observed that some components of mathematics professors' personal epistemologies were similar to the mathematics students' personal epistemologies. We observed that the physics teachers' and the students' personal epistemologies on structure of the knowledge, nature of knowing and learning, evolving knowledge, and source of ability were similar. The current study was conducted at Rajahmundry, India. 91 students who scored 90% and above in a state conducted common public exam from about 10 institutions and 109 high school and college teachers from about 90 institutions participated in the study. A translated and English version of EBAPS survey was administered to both the students and teachers. Statistical analysis indicated interesting patterns. Results of ANOVA test on teachers' scores indicated that the teachers had significantly higher scores on axes 2 (nature of knowing and learning), 3 (real life applicability), 5 (source of ability to learn) than the scores on Axes 1 (structure of knowledge) and 4 (evolving knowledge). Similar ANOVA test on students' scores also gave the same result. Independent t-tests between the teachers' and students' scores on each axis showed no significant difference on axes 1, 2, 4, and 5. However the independent t-test showed a significant difference between the teachers' and students' on total epistemological scores and on axis 3. Independent t-tests showed that the total scores and the scores on Axis 1 of male students were significantly higher than those of female students. Teachers' and students' epistemological beliefs extracted from their answers to the individual questions in the survey showed more similarities. Furthermore context-dependency of the epistemological beliefs was also observed in the extracted beliefs.