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Examining Undergraduate Students' Conceptions of Inquiry in Terms of Epistemic Belief Differences
2016
Canadian Journal of Higher Education
The purpose of the study was to examine undergraduate students' conceptions of inquiry and the relationship of inquiry conceptions to epistemic beliefs. Data were obtained from 107 university students (80 female, 27 male) using an open-ended questionnaire to examine their conceptions of inquiry and Schommer's Epistemological Beliefs Questionnaire to group participants as naïve or sophisticated in their epistemic beliefs. Data analyses revealed that participants with sophisticated epistemic
doi:10.47678/cjhe.v46i2.185500
fatcat:6s7ossum7jekvho37xlpuhh72u