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  • 标题:Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers
  • 本地全文:下载
  • 作者:Yuan-Hsuan Lee
  • 期刊名称:Australasian Journal of Educational Technology
  • 印刷版ISSN:1449-3098
  • 电子版ISSN:1449-5554
  • 出版年度:2018
  • 卷号:34
  • 期号:5
  • DOI:10.14742/ajet.3747
  • 语种:English
  • 出版社:Australasian Society for Computers in Learning in Tertiary Education
  • 摘要:This study investigated pre-service teachers’ epistemic beliefs about the Internet using the Inventory of Internet-Based Epistemic Beliefs (IBEB). Also examined were their belief profiles to delineate the effect of IBEB on pre-service teachers’ engagement in online reading activities and intention for ICT integration for constructivist learning activities. Participants were 474 teacher education students in Taiwan. Results revealed the four hypothesised constructs – structure, uncertainty, source, and justification for Internet knowledge – with good validity and reliability. Four epistemic belief groups were derived based on these constructs; and they exhibited differential effects on the validating variables. Cluster 1 was characterised by four positive epistemic beliefs (the positive beliefs ), Cluster 2 by four negative epistemic beliefs (the negative beliefs ), Cluster 3 by modest scores of the epistemic beliefs (the modest beliefs ), and Cluster 4 by positive uncertainty and justification scores as well as negative structure and source scores (the high justification and uncertainty ). Findings suggest that intervention targeting pre-service teachers in the negative beliefs and the modest beliefs may be necessary to foster positive epistemic beliefs for better constructivist learning in the online environment.
  • 关键词:Epistemic beliefs;instructional practices;online activities;teacher education
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