The role of elementary school students’ scientific epistemic beliefs in a digital game-based learning environment
Tuesday, June 26 4:10-4:30 PM
Presider:Diana Bogusevschi, Dublin City University, Ireland
This study attempted to understand the role of elementary school students' scientific epistemic beliefs in a digital game-based learning environment. A total of 107 elementary school students participated in this study. Two instruments were adopted to assess the participants' scientific epistemic beliefs and conceptual understanding with respect to the light and shadow concepts. The first finding indicated that the students' post-test scores were significantly higher than their pre-test scores, suggesting that the digital game-based learning environment is effective to promote their conceptual understanding performance. Second, the students with advanced scientific epistemic beliefs performed better than those in the less advanced scientific epistemic beliefs group in terms of their post-test scores. A further analysis suggests that the participants with advanced epistemic beliefs in the factor of "Justification" performed better than those with less advanced belief of the same factor in terms of post-test scores and gain scores. This result also echoed the correlational results, suggested that the "Justification" epistemic belief may be the most decisive factor in predicting the participants' conceptual performance.