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

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