ABSTRACT
Student’s epistemological beliefs have become one of critical components of understanding students learning. They like an invisible hand, deeply hiding behind an individual’s behavioral expression, cognitive processes and emotional experience, but deeply influencing and mediating the learning process and the learning outcomes (Muis, 2007; Tang, 2007; DeBacker & Crowson, 2006; Schommer et al., 2005; Hofer, 2001; Schommer-Aikins, 2004; Schraw et al., 1995). In order to understand students’ learning process, it is essential to examine students’epistemological beliefs.Although there is much evidence for the importance of the role of epistemology in the learning process (Elder, 1999), only a few educational scholars have studied it. The rationale behind this is that both the conceptual issues and implications for education remain unclear (Hofer, 2001).
