Publications and Research
Document Type
Article
Publication Date
4-7-2016
Abstract
We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the data revealed that for one group of students in one class, their beliefs were well aligned with the classroom climate and remained stable over time whereas for the other group of students, their beliefs shifted over time to align with the classroom climate.
Comments
This article was originally published in International Education Research, available at http://dx.doi.org/10.12735/ier.v4i1p37.
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0).