Kristina Mazzarone, Nathaniel Grove (University of North Carolina – Wilmington, USA)
Research has documented the importance that epistemology plays in how students approach learning. Students with more mature epistemological views perform better academically on average, tend to be more adept problem-solvers, and are more persistent. Previous work conducted by our group led to the development of the Chemistry Expectations Survey (CHEMX), a valid and reliable survey instrument designed to measure facets of students’ epistemological views of learning chemistry. Using CHEMX, we documented how students’ views changed as they progressed through the courses required of a typical chemistry degree. We are currently conducting a long-term longitudinal, qualitative study to identify the factors, both curricular and extracurricular, that influence and shape epistemological development in chemistry students. This presentation will highlight results collected from the first two years of this study and discuss future directions for research.