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Faculty of Science, Engineering & Technology. Knowledge Genesis Developing Information Literacy for Improved Learning Outcomes Doug Colbeck. Faculty of Science, Engineering & Technology. Faculty of Science, Engineering & Technology.

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Knowledge genesis developing information literacy for improved learning outcomes doug colbeck l.jpg
Knowledge Genesis Developing Information Literacy for Improved Learning OutcomesDoug Colbeck

Faculty of Science, Engineering & Technology


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Faculty of Science, Engineering & Technology

My Research is a phenomenographic study focused on the ontological development and subsequent utilization of epistemological knowledge engaging personal literacy development


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Faculty of Science, Engineering & Technology

  • Personal Epistemology

  • Influences many aspects of learning

  • Multidimensional in its development

  • A progression of more sophisticated beliefs

  • Given their importance in student learning, the development of epistemological beliefs has been recognised as an important goal of teaching


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Faculty of Science, Engineering & Technology

  • The instrument used in this study (EBS)

  • Developed from existing studies

  • Participant comprehension

  • Australian lexus

  • The Epistemological Beliefs Sampler (EBS) was specifically designed to gather ratings from participants based on their personal epistemological beliefs


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Faculty of Science, Engineering & Technology

Participant demographics

Four broad content domains participated in this study

  • The four domains being;

    • Computing

    • Information Systems

    • Nursing, and

    • Health


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Faculty of Science, Engineering & Technology

  • Data Collection

  • The EBS was designed to be distributed during the first fifteen minutes of the first lecture of semester one to new undergraduates at UTAS

  • Prior to any teaching – to ensure minimal bias

  • During the introductory element of the course – to minimise disruption

  • Timed to only use a minimal amount of time – ensured acceptance by lecturing staff and participating students

  • Distributed to approximately 515 students with a return of 435 completed surveys (84.4%)!


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Faculty of Science, Engineering & Technology

  • Data Analysis

  • The data was naïve response recoded and a series of multivariate factor analysis applied

  • Confirmatory analysis conducted

  • Results compared to existing studies

  • Experimental analysis conducted


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Faculty of Science, Engineering & Technology

  • Results - Confirmatory Factor Analysis – 1

  • Kaiser-Meyer-Olkin Measure of Sampling Adequacy

  • .757

  • Bartlett's Test of Sphericity

  • Significance = .000

  • Cronbach’s Alpha = .634

  • 34 statements - 10 factors


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Faculty of Science, Engineering & Technology

  • Results - Confirmatory Factor Analysis – 2

  • Kaiser-Meyer-Olkin Measure of Sampling Adequacy

  • .757

  • Bartlett's Test of Sphericity

  • Significance = .000

  • Cronbach’s alpha = .634

  • 10 factors - 4 themes (61.083%)


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Faculty of Science, Engineering & Technology

  • Results - Experimental Factor Analysis – 1

  • Kaiser-Meyer-Olkin Measure of Sampling Adequacy

  • .768

  • Bartlett's Test of Sphericity

  • Significance = .000

  • Cronbach’s alpha = .744

  • 34 statements - 11 factors (53.5%)


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Faculty of Science, Engineering & Technology

  • Results - Experimental Factor Analysis – 2

  • Kaiser-Meyer-Olkin Measure of Sampling Adequacy

  • .674

  • Bartlett's Test of Sphericity

  • Significance = .000

  • Cronbach’s alpha = 0.641

  • 11 Factors - 4 themes (56.75%)


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Faculty of Science, Engineering & Technology

  • Findings

  • The beliefs observed indicate immature dualistic thinking

  • There is a firm belief in an innate ability

  • An obvious need to maintain a guiding or directing authority

  • Not been correctly taught how to learn and improve their personal literacy skills


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Faculty of Science, Engineering & Technology

Conclusions

The progression from simple to more complex epistemological beliefs is not uniform amongst students in higher education

Each individual student will possess different beliefs on entering university and will develop in a different way from their peers


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Faculty of Science, Engineering & Technology

The future

Although existing research has begun to investigate the relationship between learning environments and epistemological beliefs, little is yet understood about the process of epistemological development

The current research literature concludes that encouraging students in being active and independent learners can support their epistemological development, but that further research is clearly needed


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Doug Colbeckoffice +61 3 6324 3211mobile 0448 343850email [email protected]://www.comp.utas.edu.au/users/dcolbeck/Index.htm

Questions?

Faculty of Science, Engineering & Technology

Colbeck FamilyCoat-of-Arms


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