인식론적 신념의 영역성 재검토: Biglan의 학문영역 분류를 중심으로

초록

To address the methodological limitations of studies that have explored the domain specificity of epistemological beliefs, this study conducted three surveys of university students. First, based on Biglan’s (1973) disciplinary classification, the study measured domain-specific epistemic beliefs across four subject areas (physics, history, engineering, and education) and identified differences across domains within the sub-dimensions of individuals’ beliefs. Second, the study examined the relationship between the domains and dimensions by comparing same-domain/different-dimension correlations with different-domain/same-dimension correlations. Third, using confirmatory factor analysis, the study explored which of the three models—domain, dimension, or hybrid—best explained the factor structure of epistemological beliefs. The results of the repeated-measures MANOVA revealed significant differences across domains in all sub-dimensions of beliefs. Specifically, naïve beliefs were more prominent in the engineering domain, whereas sophisticated beliefs predominated in the education domain. Correlation analyses showed that the correlations between different dimensions within the same domain were lower than those between the same dimensions across different domains. Similar correlational patterns were also observed across all subject areas. Confirmatory factor analyses revealed that the hybrid model, in which domain generality was slightly more prominent, provided the best fit among the three models. These findings suggest that epistemological beliefs are shaped not solely by domain generality or domain specificity, but rather through the interaction of both. The results also imply that university students’ epistemological beliefs are still in a transitional phase of development and that domain specificity may become more pronounced through continued academic socialization and experience. Educational Impact and Implications: This study emphasizes the need for a theoretical model to provide a more integrated explanation for the development of epistemological beliefs, one that goes beyond the dichotomous approach. It suggests that for the development of such beliefs, differentiated instructional strategies that reflect the characteristics of each subject area are essential.

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