文章基本信息

标题：SOPHISTICATED EPISTEMIC BELIEFS: AN INTERPRETATIVE PHENOMOLOGICAL ANALYSIS OF STUDENTS' TASK-BASED LEARNING EXPERIENCES
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作者：Ive Emaliana ; Ni'matul Lailiyah
期刊名称：Erudio: Journal of Educational Innovation
印刷版ISSN：2302-884X
电子版ISSN：2549-8673
出版年度：2018
卷号：5
期号：1
页码：124-135
DOI：10.18551/erudio.5-1.15
出版社：University of Brawijaya
摘要：This article describes a phenomological study in which the researchers explored students' experiences in joining task-based learning (TBL) activities. Semi-structured in-depth interviews were conducted with six participants from low, medium, and high achievement levels who had completed one semester of introduction to research method course. Using interpretative phenomenological analysis (IPA), the researchers identified four primary themes representing the lived experience and meaning found in the participants' experience of task-based learning activities: (1) constructive communication; (2) helping others; (3) learning strategies; (4) sense of responsibility. The findings both support and contribute new aspects to the knowledge of this experience. The results also point to sophisticated epistemic beliefs level own by the students as the essence of the phenomenon of task-based learning activities.
关键词：task-based learning; phenomenology; epistemic beliefs