Exploring epistemological beliefs and learning approaches in context: A sociocultural perspective

Abstract

Background. Research investigation into epistemological beliefs and students' approaches to learning (SAL) from a qualitative perspective has been limited to a few studies. In particular, very research has attempted to explore the origin of personal epistemology and its relation with SAL, taking into account the sociocultural background and personal experience of an individual. Aims. This research examines, qualitatively, the origin of personal epistemology and learning approaches of tertiary students from a sociocultural perspective. Sample. Participants were 24 tertiary students (14 women, 10 men) of Indo-Fijian and Pacific Islander backgrounds. Method. Semi-structured interviews were used to explore the origin of personal epistemology and its relation with SAL. Thematic and content analyses were performed to elicit information pertaining to the two theoretical frameworks within the sociocultural milieu of the South Pa-cific. Discussion. Personal beliefs about the nature of knowledge and knowing originate, in part, from the sociocultural milieu of each individual. Findings concerning personal epistemology differ from previous theoretical account (Baxter Magolda, 1987; Schommer, 1990) and offer additional insight into students' reported beliefs. Finally, there is a collective view that a sur-face approach to learning is preferred and used extensively by tertiary students.