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Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi

Year 2016, Volume: 17 Issue: 2, 0 - 0, 24.05.2016
https://doi.org/10.17679/iuefd.17286966

Abstract

Bu çalışmada amaç ortaokul öğrencilerinin fen bilimlerine ilişkin başarılarının olası bilimsel epistemolojik yordayıcılarını araştırmaktır. Bu amaçla çalışmada ilişkisel araştırma yöntemi tercih edilmiştir. Araştırmaya ortaokul 5., 6. ve 8. sınıf düzeyinde olan 100 öğrenci dahil edilmiştir. Araştırmanın verileri Fen Bilimleri Başarı Testi ve Bilimsel Epistemolojik İnanç Ölçeği ile toplanmıştır. Veri analizinde doğrusal regresyon analizi tekniği kullanılmıştır. Araştırmadan elde edilen sonuçlara göre öğrencilerin genel olarak başarı düzeylerinin düşük olduğu, bilimsel epistemolojik inançlarının ise gelişmiş düzeyde olduğu belirlenmiştir. Bu tezat duruma paralel olan bir diğer önemli sonuç ise öğrencilerin bilimsel epistemolojik inançlarının fen bilimleri başarısını istatistiksel olarak anlamlı bir şekilde yordamadığıdır. Sonuç olarak fen bilimleri başarısı ve bilimsel epistemolojik inançların ilişkili olmadığı gözlenmiştir.

References

  • Atasoy, B., Genç, E., Kadayıfçı, H. & Akkuş, H. (2007). The-effect of cooperative learning to grade 7 students' understanding of physical and chemical changes topic. Hacettepe University Journal of Education, 32, 12-21.
  • Barnard, L., Lan, W.Y., Crooks, S.M. & Paton, V.O. (2008).The relationship between epistemological beliefs and self-regulated learning skills on the online course environment. MERLOT Journal of Online Learning and Teaching, 4 (3), 261–266.
  • Bell, P. D. (2006). Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous web-based courses? Perspectives in Health Information Management, 3(7), 1-17.
  • Chen, J. A. & Pajares, F. (2010). Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35, 75-87.
  • Comrey, A.L & Lee, H.B. (1992). A first course in factor analysis (Second Ed.), Lawrence Erlbaum Associates, Publishers, Hillsdale, New Jersey.
  • Conley, M. A., Pintrich, R. P., Vekiri L. & Harrison D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
  • Deryakulu, D., &Bıkmaz, H. F. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalşmasi. Eğitim Bilimleri ve Uygulama, 2(4), 243–257.
  • Deryakulu , D. & Büyüköztürk , Ş. (2005) Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eurasian Journal of Educational Recearch,18, 57-70.
  • Field, A. (2002). Discovering statistics using SPSS. London: Sage Publications.
  • Güven, M. & Belet, D.Ş. (2010). Sınıf öğretmeni adaylarının epistemolojik inançları ve biliş bilgilerine ilişkin görüşleri. Elementary Education Online, 9(1), 361–378.
  • Hofer, B. K.,& Pintrich, P. R. (Eds.) (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • King, P. M. &Kitchener, K. S. (1994). Developing reflective judgement understanding and promoting ıntellectual growth and critical thinking in adolescents and adults. San Francisco, CA:Jossey- Bass.
  • Kuhn, D. (1991). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.
  • Köksal, M.S. 2011). Epistemological predictors of ‘‘self-efficacy on learning biology’’ and ‘‘test anxiety related to evaluation of learning on biology’’ for pre-service elementary teachers. Journal of Science Teacher Education, 22(7), 661-677.
  • Köksal, M.S. & Çakıroğlu, J. (2010). Development of Nature of Science Scale (NSS) for Advanced Science Students. Journal of Baltic Science Education, 9, 87-98.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehartand Winston.
  • Pomeroy, D. (1993) Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
  • Sad, S.N. & Sahiner, YK. (2016). Students’ Teachers’ and Parents’ Views about Transition from Basic Education to Secondary Education (BESE) System, Elementary Education Online, 15(1), 53-76.
  • Schommer, M. (1990). Effect of beliefs about the nature of knowledge on comprehension. Journal of Educational of Psyhology, 82, 498-504.
  • Schommer, M. (1998). The influence of age and schooling on epistemological beliefs. The British Journal of Educational Psychology, 68, 551-62.
  • Schommer, M. & Dunnell, P. A. (1997). Epistemological beliefs of gifted high school students. Roeper Review, 19 (3), 153-156.
  • Schommer-Aikins, M. &Walker, K. (1997). Epistemological beliefs and valuing school: considerations for college admissions and retention. Research in Higher Education, 38 (2), 173-86.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (1), 19-29.
  • Schreiber, J. B. & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Journal of Research and Practice, 27, 699-709.
  • Önen, A.S. (2011). Öğrencilerin epistemolojik inançları ile ders çalışmaya yönelik tutumlarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 300-309.
  • Özkal, K.,Tekkaya, C., Çakıroğlu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Difference, 9 (1), 71-79.
  • Hertzog, A.M. (2008). Pilot sample size. Research in Nursing&Health, 31, 180–191.
  • Köksal, M.S. and Çakıroğlu, J., (2010). Development of nature of science scale (nss) for advanced science students. Journal of Baltic Science Education, 9, 87-98.
  • Reckase, M. D. & McKinley, R. L. (1991). The discriminating power of items that measure more than one dimension. Applied Psychological Measurement, 15, 361-373.
  • Rudner, L. & Schafer, W. (2002). What teachers need to know about assessment. Washington, DC: National Education Association.
  • Osborne, J., Simon, S. & Collins, S. (2003). Attitudes to wards science: a review of the literature and it simplications. International Journal Science Education, 25, 1049–1079.
  • Qian, G., & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading Writing Q., 16, 59–74.
  • Sacks H.S, Berrier J, Reitman D, Ancona-Berk V.A & Chalmers T. C. (1987). Meta-analyses of randomized controlled trials. New England Journal of Medicine, 316, 450-55.
  • Topçu, M. S.,& Yılmaz-Tüzün, Ö. (2009). Elementary students’ meta cognition an epistemological beliefs considering science achievement, gender and socio economic status. İlköğretim Online, 8(3), 676-693.
  • Tsai, C. C., & Liu, S. Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27, 1621–1638.
  • Tsai, C.-C., Ho, H. N. J., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and selfefficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Ünal-Çoban, G. & Ergin, Ö. (2008). The instrument for determining the views of primary school students about scientific knowledge. Elementary Education Online, 7 (3), 706–716.
  • Yumuşak, N., Sungur, S. & Çakıroğlu J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research & Evaluation, 13, 53–69.

Investigation of Scientific Epistemological Predictors of Science Achievement of Middle School Students

Year 2016, Volume: 17 Issue: 2, 0 - 0, 24.05.2016
https://doi.org/10.17679/iuefd.17286966

Abstract

The purpose of this study is to investigate scientific epistemological predictors of science achievement of middle school students. In line with this purpose correlational research method was utilized. The study involved 100 fifth, sixth and eighth grade middle school students. The data of the study was collected by “Science Achievement Test” and “Scientific Epistemological Beliefs Scale”. For analysis of the data, linear regression technique was used. The findings showed that the achievement level of the students was low while they had advanced epistemological beliefs. As another finding parallel to this conflict, scientific epistemological beliefs of the students did not predict significantly science achievement. In conclusion, it was observed that scientific epistemological beliefs and science achievement of the students were not associated.

References

  • Atasoy, B., Genç, E., Kadayıfçı, H. & Akkuş, H. (2007). The-effect of cooperative learning to grade 7 students' understanding of physical and chemical changes topic. Hacettepe University Journal of Education, 32, 12-21.
  • Barnard, L., Lan, W.Y., Crooks, S.M. & Paton, V.O. (2008).The relationship between epistemological beliefs and self-regulated learning skills on the online course environment. MERLOT Journal of Online Learning and Teaching, 4 (3), 261–266.
  • Bell, P. D. (2006). Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous web-based courses? Perspectives in Health Information Management, 3(7), 1-17.
  • Chen, J. A. & Pajares, F. (2010). Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35, 75-87.
  • Comrey, A.L & Lee, H.B. (1992). A first course in factor analysis (Second Ed.), Lawrence Erlbaum Associates, Publishers, Hillsdale, New Jersey.
  • Conley, M. A., Pintrich, R. P., Vekiri L. & Harrison D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
  • Deryakulu, D., &Bıkmaz, H. F. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalşmasi. Eğitim Bilimleri ve Uygulama, 2(4), 243–257.
  • Deryakulu , D. & Büyüköztürk , Ş. (2005) Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eurasian Journal of Educational Recearch,18, 57-70.
  • Field, A. (2002). Discovering statistics using SPSS. London: Sage Publications.
  • Güven, M. & Belet, D.Ş. (2010). Sınıf öğretmeni adaylarının epistemolojik inançları ve biliş bilgilerine ilişkin görüşleri. Elementary Education Online, 9(1), 361–378.
  • Hofer, B. K.,& Pintrich, P. R. (Eds.) (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • King, P. M. &Kitchener, K. S. (1994). Developing reflective judgement understanding and promoting ıntellectual growth and critical thinking in adolescents and adults. San Francisco, CA:Jossey- Bass.
  • Kuhn, D. (1991). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.
  • Köksal, M.S. 2011). Epistemological predictors of ‘‘self-efficacy on learning biology’’ and ‘‘test anxiety related to evaluation of learning on biology’’ for pre-service elementary teachers. Journal of Science Teacher Education, 22(7), 661-677.
  • Köksal, M.S. & Çakıroğlu, J. (2010). Development of Nature of Science Scale (NSS) for Advanced Science Students. Journal of Baltic Science Education, 9, 87-98.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehartand Winston.
  • Pomeroy, D. (1993) Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
  • Sad, S.N. & Sahiner, YK. (2016). Students’ Teachers’ and Parents’ Views about Transition from Basic Education to Secondary Education (BESE) System, Elementary Education Online, 15(1), 53-76.
  • Schommer, M. (1990). Effect of beliefs about the nature of knowledge on comprehension. Journal of Educational of Psyhology, 82, 498-504.
  • Schommer, M. (1998). The influence of age and schooling on epistemological beliefs. The British Journal of Educational Psychology, 68, 551-62.
  • Schommer, M. & Dunnell, P. A. (1997). Epistemological beliefs of gifted high school students. Roeper Review, 19 (3), 153-156.
  • Schommer-Aikins, M. &Walker, K. (1997). Epistemological beliefs and valuing school: considerations for college admissions and retention. Research in Higher Education, 38 (2), 173-86.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (1), 19-29.
  • Schreiber, J. B. & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Journal of Research and Practice, 27, 699-709.
  • Önen, A.S. (2011). Öğrencilerin epistemolojik inançları ile ders çalışmaya yönelik tutumlarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 300-309.
  • Özkal, K.,Tekkaya, C., Çakıroğlu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Difference, 9 (1), 71-79.
  • Hertzog, A.M. (2008). Pilot sample size. Research in Nursing&Health, 31, 180–191.
  • Köksal, M.S. and Çakıroğlu, J., (2010). Development of nature of science scale (nss) for advanced science students. Journal of Baltic Science Education, 9, 87-98.
  • Reckase, M. D. & McKinley, R. L. (1991). The discriminating power of items that measure more than one dimension. Applied Psychological Measurement, 15, 361-373.
  • Rudner, L. & Schafer, W. (2002). What teachers need to know about assessment. Washington, DC: National Education Association.
  • Osborne, J., Simon, S. & Collins, S. (2003). Attitudes to wards science: a review of the literature and it simplications. International Journal Science Education, 25, 1049–1079.
  • Qian, G., & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading Writing Q., 16, 59–74.
  • Sacks H.S, Berrier J, Reitman D, Ancona-Berk V.A & Chalmers T. C. (1987). Meta-analyses of randomized controlled trials. New England Journal of Medicine, 316, 450-55.
  • Topçu, M. S.,& Yılmaz-Tüzün, Ö. (2009). Elementary students’ meta cognition an epistemological beliefs considering science achievement, gender and socio economic status. İlköğretim Online, 8(3), 676-693.
  • Tsai, C. C., & Liu, S. Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27, 1621–1638.
  • Tsai, C.-C., Ho, H. N. J., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and selfefficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Ünal-Çoban, G. & Ergin, Ö. (2008). The instrument for determining the views of primary school students about scientific knowledge. Elementary Education Online, 7 (3), 706–716.
  • Yumuşak, N., Sungur, S. & Çakıroğlu J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research & Evaluation, 13, 53–69.
There are 38 citations in total.

Details

Journal Section Articles
Authors

Nuriye Aşut This is me

Hatice Esma Özbay This is me

Gamze Akkaya This is me

Pelin Ertekin

Publication Date May 24, 2016
Published in Issue Year 2016 Volume: 17 Issue: 2

Cite

APA Aşut, N., Özbay, H. E., Akkaya, G., Ertekin, P. (2016). Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(2). https://doi.org/10.17679/iuefd.17286966
AMA Aşut N, Özbay HE, Akkaya G, Ertekin P. Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi. INUJFE. May 2016;17(2). doi:10.17679/iuefd.17286966
Chicago Aşut, Nuriye, Hatice Esma Özbay, Gamze Akkaya, and Pelin Ertekin. “Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17, no. 2 (May 2016). https://doi.org/10.17679/iuefd.17286966.
EndNote Aşut N, Özbay HE, Akkaya G, Ertekin P (May 1, 2016) Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17 2
IEEE N. Aşut, H. E. Özbay, G. Akkaya, and P. Ertekin, “Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi”, INUJFE, vol. 17, no. 2, 2016, doi: 10.17679/iuefd.17286966.
ISNAD Aşut, Nuriye et al. “Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17/2 (May 2016). https://doi.org/10.17679/iuefd.17286966.
JAMA Aşut N, Özbay HE, Akkaya G, Ertekin P. Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi. INUJFE. 2016;17. doi:10.17679/iuefd.17286966.
MLA Aşut, Nuriye et al. “Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 17, no. 2, 2016, doi:10.17679/iuefd.17286966.
Vancouver Aşut N, Özbay HE, Akkaya G, Ertekin P. Ortaokul Öğrencilerinin Fen Bilimlerine İlişkin Başarılarının Olası Bilimsel Epistemolojik Yordayıcılarının İncelenmesi. INUJFE. 2016;17(2).

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