Epistemological Beliefs of Chilean Educators and School Reform Efforts.

Abstract

Research increasingly supports the theory that individuals' epistemological beliefs--their fundamental views about knowledge and how it is acquired--influence academic learning, thinking, and problem solving. This paper presents preliminary findings of an ongoing study of educators from Chile and Missouri involved in research projects. A total of 126 teachers and principals from elementary and secondary schools in Santiago, Chile, completed Schommer's Epistemological Questionnaire (1989). Some of the teachers were involved in a school-reform project and some were not'. In rural Missouri, 18 elementary and secondary teachers involved in a reform effort also completed the questionnaire. Findings indicate that Chilean teachers' and principals' beliefs did not differ significantly; nor did gender have an effect on Chilean teachers' responses. The epistemological scores of Chilean teachers involved in reform differed markedly from those of Missouri teachers. The scores of Chilean teachers not involved in reform also differed significantly from those of Missouri teachers. One explanation for the contradictory finding is that the questionnaire instrument is culturally biased. Finally, the epistemological beliefs of the Chilean teachers did not appear to change as a result of their year-long engagement in the school reform project. Two tables are included. (Contains 24 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Epistemological Beliefs of Chilean Educators and School Reform Efforts