Epistemological beliefs � a learner's perspective about knowledge and the nature of learning � have been found to play a vital role in learning. Much research has been conducted, both in general and in specific fields, to explore epistemological development in college-aged students; however, little of that research has been done specifically in chemistry. Prior research performed in our group has documented how chemistry specific epistemological beliefs change as students' progress through their study of chemistry. The current research will expand upon this work and explore factors, both curricular and extracurricular, that influence the development of students' epistemological beliefs about learning chemistry, specifically focusing in on the freshman and sophomore years.  Data collected has been analyzed from a variety of perspectives, particular focus will be placed on the comparing the experiences of chemistry majors versus non-chemistry majors.

First two years: Exploring epistemological development of chemistry majors

245th National Meeting (2013)

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