İlköğretim Öğrencilerinin Biliş Ötesi ve Epistemolojik İnançlarıyla Fen Başarıları, Cinsiyetleri ve Sosyoekonomik Durumları

Year 2009, Volume: 8 Issue: 3, 676 - 693, 26.06.2009

Mustafa Sami Topçu , Özgül Yılmaz-tüzün

Abstract

Bu çalışmanın iki ana amacı vardır. Birincisi, 4. ve 5. sınıf ve 6, 7 ve 8. sınıf öğrencilerinin fen başarısı, biliş ötesi bilgi-düzenleme ve epistemolojik inançları bulunan ilişkiyi döndürmektedir. kincisi ise sosyoekonomik statü (SES) ile biliş ötesi bilgi-düzenleme ve epistemolojik inançlar ilişkileri incelemektir. 4 ve 5. sınıflar için yapılan regresyon analizinde, biliş ötesinin her iki sahasında ve öğrenmenin zamanında ve çabucak gerçekleşmesini sağlayan epistemolojik inanç boyutu başarısı açık. 6, 7 ve 8. sınıflar içinse yine iki boyutlu ötesinin iki tane ve epistemolojik inançların bilginin doğuştan kazanmış ve öğrenmenin hızlı ve çabucak olması fen başarısı. Onun yanı sıra tüm öğrenci grupları için biliş ötesinin her iki sürücü cinsiyetle ve sosyoekonomik statü ile ilgili epistemolojik inançlar daha çok cinsiyetle ilişkili bulunmuştur.

Keywords

fen başarısı, epistemolojik inançlar, biliş ötesi bilgi ve düzenleme, SES, cinsiyet

İlköğretim Öğrencilerinin Biliş Ötesi ve Epistemolojik İnançlarıyla Fen Başarıları, Cinsiyetleri ve Sosyoekonomik Durumları

Abstract

There were two focuses in this study. The first one was to investigate the relationship among science
achievement, metacognition, and epistemological beliefs for both 4th and 5th grade and 6th through 8th grade
students. The second focus was to explore the relationships among gender, socioeconomic status (SES),
metacognition, and epistemological beliefs. Altogether 941 elementary students participated in this study. For 4th
and 5th grade students, knowledge of cognition, regulation of cognition, and quick learning contributed to science
achievement. For 6th through 8th grade students, knowledge of cognition, regulation of cognition, innate ability, and
quick learning contributed to science achievement. For both group of students, while metacognition was related both
to gender and SES, epistemological beliefs were mostly related to gender.

Keywords

science achievement, epistemological beliefs, metacognition, SES, gender

References

• Amsterlaw, J. (2006). Childrens’s beliefs about everyday reasoning. Child Development, 77(2), 443-464.
• Annevirta, T., & Vauras, M. (2006). Developmental changes of metacognitive skill in elementary school children. The Journal of Experimental Education, 74(3), 197-225.
• Baker, D. (2003). Equity issues in science education. In B. Fraser & K. Tobin (Eds.), International Handbook of Science Education. London: Kluwer Academic.
• Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing. New York: Basic Books.
• Berberoglu, G. & Hei, L. M. (2003). A comparison of university students’ approach to learning across Taiwan and Turkey. International Journal of Testing, 3(2), 173-187.
• Bilisim Teknolojileri Toplulugu. (2005). ÖSS sonuçlar5 aç5kland5. Retrieved June 6, 2007, from http://www.biltec.org/page- 994.htm
• Braten, I., & Stromso, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and selfregulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539-565.
• Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1, 77-165.
• Chandler, M. J., Hallett, D., & Sokol, B. W. (2002). Competing claims about competing knowledge claims. In P.R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347-364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
• Conley, A. M., Pintrich, P. R., Wekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1041-1048.
• Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In P.R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347-364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34(10), 906-911.
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.Pintrich
• Hoffman, L. W. (1977). Changes in family roles, socialization, and sex differences. American Psychologist, 32(8), 644-657.
• Hwang, Y. S., & Vrongistinos, K. (2002). Elementary in-service teachers' self-regulated learning strategies related to their academic achievements. Journal of Instructional Psychology, 29(3), 147-155.
• Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20(2), 131-140.
• Kahle, J. B., & Meece, J. (1994). Research on gender issues in the classroom. In D. Gabel (Eds.), Handbook of research on science teaching and learning (pp.13-39).
• Kardash, C. M., & Scholes, R. J. (1996). Effects of pre-existing beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271.
• Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
• King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on development of epistemic assumptions through adulthood. Educational Psychologist, 39, 5-18.
• Kuhn, D. (1991). The skills of argument. New York, NY: Cambridge University Press.
• Lodewyk, K. R. (2007). Relations among epistemological beliefs, academic achievement, and task performance in secondary school students. Educational Psychology, 27(3), 307-327.
• Ministry of Education. (2006). 11.06.2006 Tarihli orta ö<retim kurumlar5 ö<renci seçme ve yerle=tirme s5nav5 il baz5nda cinsiyetlere göre puan ortalamalar5. Retrieved June 5, 2007, from http://egitek.meb.gov.tr/Sinavlar/Istatistikler/ook/ook2006/OksIlPuanOrt.pdf
• Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54.
• Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
• Peklaj, C., & Pecjak, S. (2002). Differences in students' self-regulated learning according to their achievement and sex. Studia Psychologica, 44(1), 29-43.
• Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Cambridge, MA: Bureau of Study Counsel, Harvard University. (ERIC Document Reproduction Service No. ED 024315)
• Perry, W. B. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
• Rae, S. (1999). Gender differences in learning science. International Journal of Science Education, 21(6), 633-543.
• Rennie, L. J. (1998). Gender equity: Toward clarification and a research direction for science teacher education. Journal of Research in Science Teaching, 35, 951–961.
• Rossiter, M. W. (1982). Women scientists in America: Struggles and strategies to 1940. Baltimore: John Hopkins University Press.
• Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23(3), 177-187.
• Schommer, M. (1988). Dimensions of tacit epistemology and comprehension. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Schommer, M. (1990). The effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
• Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.
• Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19–29.
• Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
• Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention. Research in Higher Education, 38, 173-186.
• Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem–solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
• Schommer-Aikins, M., Mau, W., Brookhart, S., & Hutter, R. (2000). Understanding middle students’ beliefs about knowledge and learning using multidimensional paradigm. Journal of Educational Research, 94, 120-127.
• Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
• Schraw, G., Dunkle, M. E., & Bendixen, L. D. (1995). Cognitive processes in well-defined and ill-defined problem-solving. Applied Cognitive psychology, 9, 523-538.
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
• Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward achievement in science among adolescent students. Science Education, 74, 1-18.
• Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
• Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315–326.
• Sungur, S., & Senler, B. (2009). An analysis of Turkish high school students’ metacognition and motivation. Educational Research and Evaluation, 15(1), 45–62.
• Tabachnick, B. G., & Fidel, L. S. (2001). Using multivariate statistics. Boston, USA: Allyn & Bacon.
• Taraban, R., Rynearson, K., & Kerr, M. S. (2000). Metacognition and freshman academic performance. Journal of Developmental Education, 24(1), 12-18.
• Topcu, M. S., & Yilmaz-Tuzun, O. (2007). Relationships among elementary school students’ epistemological beliefs, metacognitive skills, and constructivist learning environment perceptions. American Educational Research Association (AERA), April 9-13, Chicago, USA.
• Unger, R. (1979). Toward a redefinition of sex and gender. American Psychologist, 34, 1085-1094.
• van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading slef-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14(3), 305-324.
• Veenman, M., & Elshout, J. J. (1999). Changes I n relation between cognitive and metacognitive skills during acquisition of expertise. European Journal of Psychology of Education, 14, 509-523.
• Yilmaz-Tuzun, O., & Topcu, M. S. (2007). Validation of Junior Metacognitive Awareness Inventory (Jr. MAI) and investigation of the effect of achievement on metacognitive skills of elementary school students. Proceedings of the National Association for Research in Science Teaching (NARST) 2007, April 15-18, p. 1-17, Annual Meeting (New Orleans, LA, USA).
• Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic selfregulation. Educational Research and Evaluation, 13, 53–69.
• Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, Educational Psychologist, 16, 307-313.
• Zimmerman, B. J. (2000). Attaining self-regulated learning: A social-cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.