Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress
The importance of studies showing the impact of students' epistemic beliefs on their conceptual learning and academic progress is increasing. This study investigated pharmacy students’ domain-specific epistemic cognition and topic-specific beliefs related to their level of conceptual prior kno...
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| Format: | Article |
| Language: | English |
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Seyit Ahmet Kıray
2024-10-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/735 |
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| author | Ilona Sodervik Leena Hanski Eero Laakkonen Nina Katajavuori |
| author_facet | Ilona Sodervik Leena Hanski Eero Laakkonen Nina Katajavuori |
| author_sort | Ilona Sodervik |
| collection | DOAJ |
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The importance of studies showing the impact of students' epistemic beliefs on their conceptual learning and academic progress is increasing. This study investigated pharmacy students’ domain-specific epistemic cognition and topic-specific beliefs related to their level of conceptual prior knowledge, learning and study progress during the first academic year. Data were collected from 125 students using a pre-test/post-test design with a multiple-choice questionnaire, an open-ended case task and a measure of domain-specific epistemic cognition and topic-specific beliefs concerning medication. The results showed that students’ prior knowledge predicted their academic performance and more sophisticated epistemic cognition was related to better conceptual understanding, faster study progress, and fewer anti-medication beliefs. Anti-medication beliefs hindered participants’ success in the case task and were related to weaker study progress. Our study shows that epistemic cognition and topic-specific beliefs play a role in students’ performance, learning, and study progress
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| format | Article |
| id | doaj-art-b19450a6e1d041e784fb5df1e0a83b2e |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-b19450a6e1d041e784fb5df1e0a83b2e2025-02-03T22:06:39ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2024-10-0110410.55549/jeseh.735Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic ProgressIlona Sodervik0https://orcid.org/0000-0001-8575-487XLeena Hanski1https://orcid.org/0000-0002-3121-8542Eero Laakkonen2https://orcid.org/0009-0000-6763-5877Nina Katajavuori3https://orcid.org/0000-0001-5093-2402University of HelsinkiUniversity of HelsinkiUniversity of TurkuUniversity of Helsinki The importance of studies showing the impact of students' epistemic beliefs on their conceptual learning and academic progress is increasing. This study investigated pharmacy students’ domain-specific epistemic cognition and topic-specific beliefs related to their level of conceptual prior knowledge, learning and study progress during the first academic year. Data were collected from 125 students using a pre-test/post-test design with a multiple-choice questionnaire, an open-ended case task and a measure of domain-specific epistemic cognition and topic-specific beliefs concerning medication. The results showed that students’ prior knowledge predicted their academic performance and more sophisticated epistemic cognition was related to better conceptual understanding, faster study progress, and fewer anti-medication beliefs. Anti-medication beliefs hindered participants’ success in the case task and were related to weaker study progress. Our study shows that epistemic cognition and topic-specific beliefs play a role in students’ performance, learning, and study progress https://jeseh.net/index.php/jeseh/article/view/735Epistemic beliefConceptual knowledgeAcademic performanceLearning progressions |
| spellingShingle | Ilona Sodervik Leena Hanski Eero Laakkonen Nina Katajavuori Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress Journal of Education in Science, Environment and Health Epistemic belief Conceptual knowledge Academic performance Learning progressions |
| title | Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress |
| title_full | Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress |
| title_fullStr | Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress |
| title_full_unstemmed | Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress |
| title_short | Pharmacy Undergraduates’ Epistemic Cognition and Medication Beliefs as Predictors of Conceptual Learning and Academic Progress |
| title_sort | pharmacy undergraduates epistemic cognition and medication beliefs as predictors of conceptual learning and academic progress |
| topic | Epistemic belief Conceptual knowledge Academic performance Learning progressions |
| url | https://jeseh.net/index.php/jeseh/article/view/735 |
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