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The epistemological beliefs of undergraduates towards Information Science
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Abstract:
This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London ; In the past four decades considerable efforts have been taken by higher education to understand learner’s differences and learning. Learners have different levels of learning ability associated with their different learning motivations, attitudes and thoughts which are built through years of studying at university. The more the researchers understand the learner's differences the better results they will achieve in covering all levels of learning abilities providing the effective learning for learners. The focus of this study is about studying learning thoughts of academic learners which are scientifically called as the epistemological beliefs. Studying the epistemological beliefs from different angles is important to explore its vital role in learning development. The main aim of this study is to investigate the general and specific epistemological beliefs of undergraduates who study information literacy modules as part of information science. The study focuses on the influence of the independent variables (gender, major and academic level) and the interactions between the independent variables and information literacy on undergraduates’ epistemological beliefs. Two questionnaires are used to measure the general and specific epistemological beliefs of the undergraduates; the Schommer Epistemological-Beliefs Questionnaire (SEQ) and the Discipline-Focused Epistemological Belief Questionnaire (DFEBQ). The participants in the study are undergraduates from the College of Education at Kuwait University. SPSS is used to test the internal consistency of the data against the questionnaires. Analysis of variance (ANOVA) is used in order to analyse the data. The study confirms that undergraduates hold both general and specific-domain beliefs while they hold more general beliefs in their first year in the college they develop toward more specific domain beliefs in the fourth year. A final result shows that the undergraduates specific domain beliefs – rather than their general beliefs – are more affected by the variable of previous knowledge of information literacy, as well as a clear impact of the interaction between the independent variables but is not so clear on the general beliefs.
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Keyword:
Education; Individual differences; Information literacy; Teacher preparation programs
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URL: http://bura.brunel.ac.uk/handle/2438/10699
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| 2 |
Teaching Pronunciation Communicatively to Cape Verdean English Language Learners: Sao Vicente Variety
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In: Master’s Theses and Projects (2015)
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| 3 |
An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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| 4 |
An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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| 5 |
Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment
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In: Master’s Theses and Projects (2015)
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| 6 |
The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes
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In: Master’s Theses and Projects (2015)
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| 7 |
Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals
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In: Master’s Theses and Projects (2015)
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| 8 |
Mood-Dependent Memory in English/Spanish Bilinguals
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In: Butler Journal of Undergraduate Research (2015)
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| 9 |
"I'm just not talented with languages!" The role of self-efficacy and attribution theory in the foreign language classroom.
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In: Undergraduate Honors Thesis Collection (2015)
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| 10 |
Teacher Perceptions of Elementary Students with an Articulation Disorder of Varying Degrees
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In: Undergraduate Honors Thesis Collection (2015)
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| 11 |
Audacious Translation: On Being Haunted and Getting Lost on the Way to Translating Spivak. A Reflection on Spivak’s “Translating into English”
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In: Scholarship and Professional Work – Education (2015)
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| 12 |
Using Applied Theatre toward Culturally Responsive Teaching
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In: Scholarship and Professional Work – Education (2015)
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| 13 |
Developing agency for advocacy: Collaborative inquiry-focused school change projects as transformative learning for practicing teachers. The New Educator
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In: Scholarship and Professional Work – Education (2015)
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| 14 |
Eve Odiorne Sullivan, '62 (BardCorps)
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In: All Oral Histories (2015)
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| 15 |
Science Based Education for Students Who Are Deaf and/or Hard of Hearing
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In: Graduate Theses & Dissertations (2015)
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| 16 |
Spiritual knowledge in Queensland curriculum documents: A framework for analysis
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In: Deagon, JR, Pendergast, D, (2015). Spiritual knowledge in Queensland curriculum documents: A framework for analysis. Curriculum Perspectives, Vol. 35, No. 2, p. 16-29 (2015)
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| 17 |
Video enhanced multiple choice questions : personalising eLearning
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In: Adams, NM, Porter, A, (2015). Video enhanced multiple choice questions : personalising eLearning. -2015, International Conference on Statistics in Science, Business and Engineering, Putrajaya, Malaysia, Universiti Teknologi Mara, Malaysia, p. 54-59, http://fskm.uitm.edu.my/icssbe2015/index.html (2015)
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| 18 |
Lexical development in early sequential bilinguals: evidence from child heritage Polish
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Dubiel, Bozena. - : Dublin City University. School of Applied Language and Intercultural Studies, 2015
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In: Dubiel, Bozena (2015) Lexical development in early sequential bilinguals: evidence from child heritage Polish. PhD thesis, Dublin City University. (2015)
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| 19 |
The colour and the shape of translation in the foreign language classroom: The dis/integration of an interdisciplinary field?
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In: Pintado Gutiérrez, Lucía orcid:0000-0002-7627-0440 (2015) The colour and the shape of translation in the foreign language classroom: The dis/integration of an interdisciplinary field? In: The Asian Conference on Language Learning 2015 Conference (ACLL/ACTC2015), 28 Apr -1 May 20195, Kobe, Japan. (2015)
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Iniúchadh ar mhúnlaí luath-oideachais dhátheangaigh i mbunscoileanna Gaeltachta
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In: Ó Brolcháín, Conchúr (2015) Iniúchadh ar mhúnlaí luath-oideachais dhátheangaigh i mbunscoileanna Gaeltachta. PhD thesis, Dublin City University. (2015)
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