Investigation of Gifted Students' Epistemological Beliefs, Self-Efficacy Beliefs and Metacognition Use

Year 2018, Volume: 6 Issue: 3, 30 - 38, 15.09.2018

Fatma Melike Uçar

Abstract

The aim of this study is to examine how well gifted
students’ self-efficacy and epistemological beliefs (justification, development
and source/certainty) predict their metacognitin use in science problem
solving. For this purpose, Epistemological Beliefs Questionnaire, Motivated
Strategies for Learning Questionnaire, and Metacognitive Activities
Inventory were administered to 81 gifted
students. Results of multiple regression analysis showed that the gifted
students who feel self-efficacious in science and who believe that scientific knowledge can change, and it is constructed by
judging evidence and experts’ opinions critically tend to use metacognition at higher levels while solving
science problems. Based on these findings, some
suggestions were made for teachers to be able to
help students use metacognition more effectively in science classes.

Keywords

Gifted students, metacogntion, self-efficacy, epistemological beliefs

References

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