Beliefs about learning in children's understanding of science texts

  • Chan C
  • Sachs J
  • 1


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


Examined elementary school children's beliefs about learning and assessed the influences of such beliefs on their understanding of science texts. 83 children, 46 from Grade 4 and 37 from Grade 6, were administered a questionnaire on children's implicit notions of learning. Children were also asked to read a science text and complete several tasks that assessed their understanding of text information. Results indicated that older children were more likely to hold constructivist views of learning, and they also performed better than younger children on the text-processing tasks. As well, children's views of learning were significantly related to depth of text understanding when age effects were controlled. This study extends research on epistemological beliefs of university and high school students. Implications of children's beliefs, about learning and their roles in knowledge construction are discussed. The Implicit Learning Questionnaire and text-processing tasks are appended. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

Author-supplied keywords

  • Canada
  • Female
  • Human
  • Male

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

There are no full text links


  • Carol K K Chan

  • Carol K K Chan

  • John Sachs

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free