Abstract
In this paper we describe the development of scales for assessing learners' beliefs about learning in biology. The scales can be used for conducting scientific studies or diagnosing learning prerequisites. The paper argues that reliable instruments for assessing beliefs about knowledge, knowing and learning are still missing. The need to differentiate between beliefs about knowledge and knowing ...
Abstract
In this paper we describe the development of scales for assessing learners' beliefs about learning in biology. The scales can be used for conducting scientific studies or diagnosing learning prerequisites. The paper argues that reliable instruments for assessing beliefs about knowledge, knowing and learning are still missing. The need to differentiate between beliefs about knowledge and knowing on the one hand and beliefs about learning on the other hand is lined out. Based on a literature review, scales measuring the beliefs about ability, effort, and speed to learn are developed. 363 teacher students for biology and nature and life (Sachunterricht) participated in the study. Factor analyses provide evidence for the assumed beliefs about learning. All scales reach high values for Cronbach's a ranging between .71 and .86. Discriminant validity of the scales is proved by the strict Fornell-Larcker-Criterion. The paper draws conclusions for further scale development.
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