Research Article
BibTex RIS Cite

Eğitimde Epistemolojik İnançlar: Türkiye Bağlamını Esas Alan Bir İçerik Analizi (2002-2020)

Year 2021, , 1 - 19, 01.06.2021
https://doi.org/10.47157/jietp.846148

Abstract

Epistemolojik inançlar, kişilerin bilginin ve bilgi ediniminin doğasına yönelik bireysel inançlarıdır. Bu araştırmanın amacı; Türkiye’de eğitim bilimleri alanında konu alanı olarak epistemolojik inançları ele alan çalışmaları irdeleyerek bu çalışmaları tür, araştırma modeli, yıl, veri toplama araçları, branş, çalışma grubu, benimsenen model ve ilişkili olduğu değişkenler bakımından ayrıntılı bir biçimde analiz etmektir. Nitel araştırma yönteminin benimsendiği araştırmada doküman analizi tekniğiyle 195 makale, 43 doktora tezi ve 94 yüksek lisans tezine ulaşılmıştır. Elde edilen verilere içerik analizi uygulanmıştır. Araştırma sonuçları; Türkiye’de eğitim bilimleri alanında epistemolojik inanç araştırmalarının her geçen yıl daha da arttığını ve örneklem grubu olarak öğretmen adaylarının daha çok tercih edildiğini ortaya koymuştur. İlkokul ve lise öğrencileri, özel yetenekli öğrenciler, öğretim elemanları ve öğretmenler üzerine yapılan çalışmalar çok azdır. En fazla araştırmanın fen ve sınıf eğitimi alanlarında yapıldığı görülmüştür. Nicel araştırma yaklaşımın çok baskın olduğu çalışmalarda verilerin çok büyük bir oranda ölçekler aracılığıyla toplandığı görülmüştür. Tek boyutlu gelişimsel modellerin aksine Schommer tarafından geliştirilen çok boyutlu epistemolojik inanç sisteminin Türk araştırmacılar tarafından daha çok benimsendiği görülmüştür. Araştırma sonuçları, epistemolojik inançların öğretme-öğrenme sürecinde pek çok önemli değişkenle ilişkili olduğunu ortaya koymuştur. Araştırma sonuçlarından hareketle eğitimde epistemolojik inançlar ile ilgili araştırmalar yapmak isteyen çalışmacılara Türkiye bağlamının mevcut bir resmi ortaya konularak çeşitli önerilerde bulunulmuştur.

References

  • Bahçıvan, E. (2016) Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central? Educational Studies, 42(2), 221-238.
  • Bahçıvan, E. (2017). Eğitim bilimlerinde epistemoloji araştırmaları: düne, bugüne ve gelecek perspektiflere eleştirel bakış. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 760-772.
  • Bahcivan, E. (2019). Examining the structural relations among psts’ scientific epistemological beliefs, epistemic emotions and argumentativeness: sample from Turkey. International Journal of Education in Mathematics, Science and Technology, 7(3), 271-280.
  • Başbay, M. (2013). Analysing the relationship of critical thinking and metacognition with epistemological beliefs through structural equation modeling. Education and Science. 38(169), 249-262.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Womens' ways of knowing: The development of self, voice and mind. USA: Basic Books.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
  • Brownlee, J. Curtis, E. Spooner-Lane, R., & Feucht, F. (2017) Understanding children's epistemic beliefs in elementary education. Education 3-13, 45(2), 191-208. doi: 10.1080/03004279.2015.1069369
  • Canbulat, T., Avcı, G., & Sipahi, S. (2016). The evaluation of the theses in the field of social studies in the USA and Canada. Ahi Evran University Kırşehir Journal of Education Faculty, 17(2), 351-370.
  • Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
  • 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(1), 75-87.
  • Chinn, C. (2009). Epistemological beliefs. 15/11/2020 tarihinde http://blog.sina.com.cn/s/blog_56b24c020101geo3.html adresinden erişilmiştir.
  • Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, 2(8), 111-125.
  • Deryakulu, D. (2004). Üniversite öğrencilerinin öğrenme ve ders çalısma stratejileri ile epistemolojik inançları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 38, 230-249.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. Y. Kuzgun ve D. Deryakulu (Eds.), Eğitimde Bireysel Farklılıklar içinde (s. 261-289). Üçüncü Basım. Ankara: Nobel Yayınevi.
  • Dinç, E., & Üztemur, S. (2019). Ortaokul öğrencileri ve öğretmenlerinin bilginin gerekçelendirilmesi sürecinde benimsedikleri epistemik inançlarının karşılaştırmalı nitel analizi. Cumhuriyet International Journal of Education, 8(2), 361-405. http://dx.doi.org/10.30703/cije.471871
  • Dinç, E., & Üztemur, S. (2017). Investigating student teachers’conceptions of social studies through the multi-dimensional structure of the epistemological beliefs. Educational Sciences: Theory and Practice, 17(6), 2093-2142. https://doi.org/10.12738/estp.2017.6.0429
  • Ferguson, L. E., Braten, I., & Strømsø, H. I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103–120.
  • Ferguson, L. E., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100–114. https://doi.org/10.1016/j.ijer.2013.07.001
  • Greene, J.A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160. https://doi.org/10.1080/00461520802178458
  • Greene, J.A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102, 234-255 http://psycnet.apa.org/doi/10.1037/a0017998
  • Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). An introduction to epistemic cognition. J. A., Greene, W. A. Sandoval, & I., Bråten (eds.) In Handbook of epistemic cognition (pp. 13-28). Routledge.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
  • Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129-163.
  • Hofer, B. K. (2010). Personal epistemology in Asia: Burgeoning research and future directions. The Asia-Pacific Education Researcher, 19(1), 179-184.
  • Hofer, B., & 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), 88-144.
  • Holschuh, J. L. (1998). Epistemological beliefs in introductory biology: addressing measurement concerns and exploring the relationships with strategy use. Unpublished doctoral dissertation, The University of Georgia, Athens.
  • İçen, M. (2012). Sosyal bilgiler öğretmenlerinin epistemolojik inançlarının sınıf içi uyguladıkları öğretim stratejileri ile ilişkisi (Yayımlanmamış yüksek lisans tezi). Erzincan Üniversitesi Sosyal Bilimler Enstitüsü, Erzincan.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222–232. doi:10.1159/000272885.
  • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
  • Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
  • Kösemen, S., & Şahin, A. (2014). Sosyal bilgiler dersi öğretim programına yönelik öğretmen görüşlerinin epistemolojik inançlar bağlamında değerlendirilmesi. Eğitimde Kuram ve Uygulama, 10(1), 279-296.
  • Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12). Retrieved from: http://ro.ecu.edu.au/ajte/vol38/iss12/8
  • Mardiha, S. M., & Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1-14.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber, (çev. ed. S. Turan). Ankara: Nobel.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart and Winston.
  • Ricco, R., Pierce, S. S., & Medinilla, C. (2010). Epistemic beliefs and achievement motivation in early adolescence. The journal of Early Adolescence, 30(2), 305-340.
  • Rosman, T., Peter, J, Mayer, A. K., & Krampen, G. (2018). Conceptions of scientific knowledge influence learning of academic skills: epistemic beliefs and the efficacy of information literacy instruction. Studies in Higher Education, 43(1), 96-113. DOI: 10.1080/03075079.2016.1156666
  • Sandoval, W. A., & Cam, A. (2011). Elementary children's judgments of the epistemic status of sources of justification. Science Education, 95(3), 383-408. doi:10.1002/sce.20426
  • Sandoval, W. A., Greene, J. A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40(1), 457-496. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1994). Synthesising epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge in school, work, and everyday life. In, M. C. Smith & T. Pourchot (Eds.). Adult learning and development: Perspectives from educational psychology. (pp. 127-143). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • 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., & Dunnell, P. A. (1994). A comparison of epistemological beliefs between gifted and non-gifted high school students. Roeper Review, 16(3), 207-210.
  • Schraw, G. (2013). Conceptual integration and measurement of epistemological and ontological beliefs in educational research. ISRN Education. doi:10.1155/2013/327680
  • Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). B. Hofer, & P. R. Pintrich (Eds.). in Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing. (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Schraw, G., & Olafson, L. J. (2002). Teachers epistemological world views and educational practices. Issues in Education, 8, 99-148.
  • Silverman, D. (2018). Nitel verileri yorumlama. (Çev. edt. Erkan Dinç). Ankara: Pegem.
  • Üztemur, S. (2020). Middle school students' epistemological beliefs: development of a scale based on vignettes and scenarios. International Journal of Psychology and Educational Studies, 7(2), 165-176.
  • Üztemur, S., & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli bir yaklaşım: çiz-yaz-anlat tekniği. Journal of History Culture and Art Research, 7(3), 566-592. http://dx.doi.org/10.7596/taksad.v7i3.1579
  • Üztemur, S., & Dinç, E. (2020). Tarih öğretimi bağlamında internete özgü epistemik gerekçelendirme ölçeğinin Türk kültürüne uyarlaması. Turkish History Education Journal, 9(1), 152-169.
  • Üztemur, S., Dinç, E., & Acun, İ. (2020). Ortaokul öğrencilerinin sosyal bilgiler odaklı epistemolojik inançları, öğrenme yaklaşımları, akademik risk alma davranışları ve ders başarıları arasındaki ilişkiler: Bir yapısal eşitlik modellemesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 179-199. doi:10.16986/HUJE.2019049985
  • Üztemur, S., Dinç, E., & İnel, Y. (2020). The relationships between middle school teachers’ epistemological beliefs and learner autonomy support behaviours: the role of teaching-learning conceptions as the mediating variable. Education and Science, 45(202), 211-239. DOI: 10.15390/EB.2020.8272
  • Walker, S., Lunn‐Brownlee, J., Scholes, L., & Johansson, E. (2019). The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology. doi:10.1111/bjep.12280
  • Winberg, T. M., Hofverberg, A., & Lindfors, M. (2019). Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11. European Journal of Psychology of Education, 34(2), 295-315.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin.
  • Zhou M., Adesope O. O., Winne P. H., & Nesbit, J. C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 31, 1-11. https://doi.org/10.1017/prp.2018.28
  • Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411-423. DOI: 10.1080/02188790802468823

A Content Analysis of Epistemological Beliefs in Education in the Turkey Context (2002-2020)

Year 2021, , 1 - 19, 01.06.2021
https://doi.org/10.47157/jietp.846148

Abstract

Epistemological beliefs refer to individuals’ beliefs about the nature of knowledge and knowledge acquisition. This paper aims at examining studies on epistemological beliefs in educational sciences in Turkey and presenting an in- depth analysis of these studies in terms of type, research design, year, data collection tools, discipline, study group, model used and associated variables. A qualitative research design was used in this study and a total of 195 articles, 43 doctoral theses and 94 MSc theses were examined using the document analysis method. Content analysis was conducted on the obtained data. The findings obtained in the present study revealed that the number of epistemological beliefs studies in educational sciences in the Turkey Context has increased year after year and teacher candidates were the most preferred sample among researchers. There were relatively few studies on primary and high school students, gifted students, faculty members, and teachers. a majority of the studies were on science and classroom education. It was found that in studies where quantitative research methods were mostly used, data were generally collected through scales. It was determined that unlike one-dimensional developmental models, Turkish researchers generally use Schommer's multidimensional epistemological belief system. The findings of the current study pointed out that epistemological beliefs were related to many key variables in the teaching-learning process. Based on the obtained results, the current picture of the epistemological beliefs studies on education in the Turkey context was presented and some suggestions for future research were made.

References

  • Bahçıvan, E. (2016) Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central? Educational Studies, 42(2), 221-238.
  • Bahçıvan, E. (2017). Eğitim bilimlerinde epistemoloji araştırmaları: düne, bugüne ve gelecek perspektiflere eleştirel bakış. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 760-772.
  • Bahcivan, E. (2019). Examining the structural relations among psts’ scientific epistemological beliefs, epistemic emotions and argumentativeness: sample from Turkey. International Journal of Education in Mathematics, Science and Technology, 7(3), 271-280.
  • Başbay, M. (2013). Analysing the relationship of critical thinking and metacognition with epistemological beliefs through structural equation modeling. Education and Science. 38(169), 249-262.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Womens' ways of knowing: The development of self, voice and mind. USA: Basic Books.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
  • Brownlee, J. Curtis, E. Spooner-Lane, R., & Feucht, F. (2017) Understanding children's epistemic beliefs in elementary education. Education 3-13, 45(2), 191-208. doi: 10.1080/03004279.2015.1069369
  • Canbulat, T., Avcı, G., & Sipahi, S. (2016). The evaluation of the theses in the field of social studies in the USA and Canada. Ahi Evran University Kırşehir Journal of Education Faculty, 17(2), 351-370.
  • Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
  • 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(1), 75-87.
  • Chinn, C. (2009). Epistemological beliefs. 15/11/2020 tarihinde http://blog.sina.com.cn/s/blog_56b24c020101geo3.html adresinden erişilmiştir.
  • Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, 2(8), 111-125.
  • Deryakulu, D. (2004). Üniversite öğrencilerinin öğrenme ve ders çalısma stratejileri ile epistemolojik inançları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 38, 230-249.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. Y. Kuzgun ve D. Deryakulu (Eds.), Eğitimde Bireysel Farklılıklar içinde (s. 261-289). Üçüncü Basım. Ankara: Nobel Yayınevi.
  • Dinç, E., & Üztemur, S. (2019). Ortaokul öğrencileri ve öğretmenlerinin bilginin gerekçelendirilmesi sürecinde benimsedikleri epistemik inançlarının karşılaştırmalı nitel analizi. Cumhuriyet International Journal of Education, 8(2), 361-405. http://dx.doi.org/10.30703/cije.471871
  • Dinç, E., & Üztemur, S. (2017). Investigating student teachers’conceptions of social studies through the multi-dimensional structure of the epistemological beliefs. Educational Sciences: Theory and Practice, 17(6), 2093-2142. https://doi.org/10.12738/estp.2017.6.0429
  • Ferguson, L. E., Braten, I., & Strømsø, H. I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103–120.
  • Ferguson, L. E., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100–114. https://doi.org/10.1016/j.ijer.2013.07.001
  • Greene, J.A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160. https://doi.org/10.1080/00461520802178458
  • Greene, J.A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102, 234-255 http://psycnet.apa.org/doi/10.1037/a0017998
  • Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). An introduction to epistemic cognition. J. A., Greene, W. A. Sandoval, & I., Bråten (eds.) In Handbook of epistemic cognition (pp. 13-28). Routledge.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
  • Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129-163.
  • Hofer, B. K. (2010). Personal epistemology in Asia: Burgeoning research and future directions. The Asia-Pacific Education Researcher, 19(1), 179-184.
  • Hofer, B., & 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), 88-144.
  • Holschuh, J. L. (1998). Epistemological beliefs in introductory biology: addressing measurement concerns and exploring the relationships with strategy use. Unpublished doctoral dissertation, The University of Georgia, Athens.
  • İçen, M. (2012). Sosyal bilgiler öğretmenlerinin epistemolojik inançlarının sınıf içi uyguladıkları öğretim stratejileri ile ilişkisi (Yayımlanmamış yüksek lisans tezi). Erzincan Üniversitesi Sosyal Bilimler Enstitüsü, Erzincan.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222–232. doi:10.1159/000272885.
  • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
  • Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
  • Kösemen, S., & Şahin, A. (2014). Sosyal bilgiler dersi öğretim programına yönelik öğretmen görüşlerinin epistemolojik inançlar bağlamında değerlendirilmesi. Eğitimde Kuram ve Uygulama, 10(1), 279-296.
  • Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12). Retrieved from: http://ro.ecu.edu.au/ajte/vol38/iss12/8
  • Mardiha, S. M., & Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1-14.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber, (çev. ed. S. Turan). Ankara: Nobel.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart and Winston.
  • Ricco, R., Pierce, S. S., & Medinilla, C. (2010). Epistemic beliefs and achievement motivation in early adolescence. The journal of Early Adolescence, 30(2), 305-340.
  • Rosman, T., Peter, J, Mayer, A. K., & Krampen, G. (2018). Conceptions of scientific knowledge influence learning of academic skills: epistemic beliefs and the efficacy of information literacy instruction. Studies in Higher Education, 43(1), 96-113. DOI: 10.1080/03075079.2016.1156666
  • Sandoval, W. A., & Cam, A. (2011). Elementary children's judgments of the epistemic status of sources of justification. Science Education, 95(3), 383-408. doi:10.1002/sce.20426
  • Sandoval, W. A., Greene, J. A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40(1), 457-496. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1994). Synthesising epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge in school, work, and everyday life. In, M. C. Smith & T. Pourchot (Eds.). Adult learning and development: Perspectives from educational psychology. (pp. 127-143). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • 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., & Dunnell, P. A. (1994). A comparison of epistemological beliefs between gifted and non-gifted high school students. Roeper Review, 16(3), 207-210.
  • Schraw, G. (2013). Conceptual integration and measurement of epistemological and ontological beliefs in educational research. ISRN Education. doi:10.1155/2013/327680
  • Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). B. Hofer, & P. R. Pintrich (Eds.). in Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing. (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Schraw, G., & Olafson, L. J. (2002). Teachers epistemological world views and educational practices. Issues in Education, 8, 99-148.
  • Silverman, D. (2018). Nitel verileri yorumlama. (Çev. edt. Erkan Dinç). Ankara: Pegem.
  • Üztemur, S. (2020). Middle school students' epistemological beliefs: development of a scale based on vignettes and scenarios. International Journal of Psychology and Educational Studies, 7(2), 165-176.
  • Üztemur, S., & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli bir yaklaşım: çiz-yaz-anlat tekniği. Journal of History Culture and Art Research, 7(3), 566-592. http://dx.doi.org/10.7596/taksad.v7i3.1579
  • Üztemur, S., & Dinç, E. (2020). Tarih öğretimi bağlamında internete özgü epistemik gerekçelendirme ölçeğinin Türk kültürüne uyarlaması. Turkish History Education Journal, 9(1), 152-169.
  • Üztemur, S., Dinç, E., & Acun, İ. (2020). Ortaokul öğrencilerinin sosyal bilgiler odaklı epistemolojik inançları, öğrenme yaklaşımları, akademik risk alma davranışları ve ders başarıları arasındaki ilişkiler: Bir yapısal eşitlik modellemesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 179-199. doi:10.16986/HUJE.2019049985
  • Üztemur, S., Dinç, E., & İnel, Y. (2020). The relationships between middle school teachers’ epistemological beliefs and learner autonomy support behaviours: the role of teaching-learning conceptions as the mediating variable. Education and Science, 45(202), 211-239. DOI: 10.15390/EB.2020.8272
  • Walker, S., Lunn‐Brownlee, J., Scholes, L., & Johansson, E. (2019). The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology. doi:10.1111/bjep.12280
  • Winberg, T. M., Hofverberg, A., & Lindfors, M. (2019). Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11. European Journal of Psychology of Education, 34(2), 295-315.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin.
  • Zhou M., Adesope O. O., Winne P. H., & Nesbit, J. C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 31, 1-11. https://doi.org/10.1017/prp.2018.28
  • Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411-423. DOI: 10.1080/02188790802468823
There are 59 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Servet Üztemur 0000-0002-1580-9123

Emre Sevigen 0000-0003-4655-4570

Birsel Arıkan 0000-0002-8949-1322

Vakıfa Gül Çelik 0000-0001-5319-1435

Publication Date June 1, 2021
Published in Issue Year 2021

Cite

APA Üztemur, S., Sevigen, E., Arıkan, B., Çelik, V. G. (2021). Eğitimde Epistemolojik İnançlar: Türkiye Bağlamını Esas Alan Bir İçerik Analizi (2002-2020). Journal of Interdisciplinary Education: Theory and Practice, 3(1), 1-19. https://doi.org/10.47157/jietp.846148

 JIETP'de yayınlanan makaleler Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.