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LİSE ÖĞRENCİLERİNİN EPİSTEMOLOJİK İNANÇLARI

Year 2013, Volume: 21 Issue: 4, 1305 - 1316, 15.07.2016

Nurdane Aydemir Murat Aydemir Yezdan Boz

Abstract

Problem Durumu: Bu çalışma 9. ve 11. sınıf lise öğrencilerinin epistemolojik inançlarının belirlenmesi ve bu inançların sınıf düzeylerine ve cinsiyete göre nasıl değiştiğinin araştırılması amacıyla yapılmıştır. Yöntem: Çalışmaya 356 (9. sınıf 193 ve 11.sınıf 163) lise öğrencisi katılmıştır. Veri toplama aracı olarak Epistemolojik İnançlar Anketi kullanılmıştır. Bulgular: Veriler iki yönlü Çok Değişkenli Varyans Analizi yardımıyla çözümlenmiştir. Bu analiz sonucu yılın bilginin gerekçelendirilmesi, bilginin kaynağı ve değişmezliği ve bilginin gelişimi alt boyutlarında anlamlı bir etkisinin olduğu bulunmuştur. Ayrıca, cinsiyet bakımından öğrencilerin bilginin gerekçelendirilmesi ile ilgili inançlarında kızlar lehine anlamlı bir etkisi tespit edilmiştir.

Keywords

epistemolojik inançlar lise öğrencileri cinsiyet

References

  • Akar, C. (2008). Öz-yeterlik inancı ve ilk okuma yazmaya etkisi, Uşak Üniversitesi Sosyal Bilimler Dergisi, 1(2), 185-198.
  • Bath, D. M., & Smith, C. D. (2009).The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173-189.
  • BaxterMagolda, M.B. (2004).Evolution of a constructivist conceptualization of epistemologi- cal reflection.EducationalPsychologist,39(1), 31-42.
  • Boz, Y., Aydemir, M., &Aydemir, N. (2011). 4th, 6th, and 8thgrade Turkish elementary students’ epistemological beliefs. Elementary Education Online, 10(3), 1191-1201.
  • Brown, C.,& Cooney, T. J. (1982).Research on teacher education: A philosophical orientation. Journal of Research and Development in Education15(4), 13-18.
  • Buehl, M. (2003). At the crossroads of epistemology and motivation: modeling the relations between students’ domain-specific epistemological beliefs, achievement motivation, and task performance. Unpublished Doctoral Dissertation. Maryland University, America.
  • Chai, C. S., Khine, M. S., &Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and appro- aches to learning. Research in Education, 69, 36-50.
  • Chan, K., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education stu- dents’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Conley, A.M., Pintrich, P.R., Vekiri, I., & Harrison, D. (2004).Changes in epistemological be- liefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
  • Deryakulu, D. &Buyukozturk, S. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 236-252.
  • Fruge, C. W., & Ropers-Huilman, R. (2008). Epistemological congruency in community college classrooms effects of epistemological beliefs on students’ experiences. College Teaching, 56(2), 121-127.
  • Gürol, A., Altunbaş, S., & Karaaslan, N. (2010). Öğretmen adaylarının öz yeterlik inançları ve epistemolojik inançları üzerine bir çalışma. e-Journal of New World Sciences Academy, EducationSciences, 5(3), 1395-1404.
  • Hofer, B. K. (2001).Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353–383.
  • 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 Re- search, 67, 88-140. İktisat Terimleri Sözlüğü (2004)
  • Jöreskog, K.G.,&Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
  • Kang, N., &Wallace, C.W. (2004). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89, 140–165.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement.The Journal of Educational Research, 102(4), 243-255.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008).Changing epistemological beliefs: The unex- pected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545–565.
  • King, P. M., & Kitchener, K. S. (1994)The development of Reflective Judgment in adolescen- ce and adulthood. Jossey Bass: San Francisco.
  • King, P. M., Kitchener, K. S., & Wood, P. K. (1994), Research on the reflective judgment model. In K. S. Kitchener & P. M. King, Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (pp. 124-202). San Francisco: Jossey-Bass.
  • MEB (2004). Fen veTeknoloji Dersi Programi, İlköğretim 4–5.sınıf. Ankara.
  • MEB (2005). İlköğretim 1. 2. ve 3. Sınıflar Hayat Bilgisi Dersi Öğretim Programı ve Kılavu- zu, Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • MEB (2007). Ortaöğretim 9. Sınıf Kimya Dersi Öğretim Programı, Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Ozkal, K. (2007). Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to lear- ning, Master Thesis, Middle East Technical University, Ankara,Turkey.
  • Ozkan, S. (2008). Modeling elementary students’ science achievement: the interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategi- es. Unpublished Doctoral Dissertation, Middle East Technical University, Ankara,Turkey.
  • Paulsen, M. B., & Wells, C. T. (1998).Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a li- beral arts college: A validation of a scheme (Contract No. SAE-8973). Cambridge, MA: Harvard University, Bureau of Study Counsel. (ERIC Document Reproduction Service No.ED 024 315).
  • Saunders, G.L. (1998). Relationships among epistemological beliefs, implementation of ins- truction, and approaches to learning in college chemistry. Unpublished Doctoral Disserta- tion, University of Oklahoma, Oklahoma.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among se- condary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-560.
  • Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considera- tions for college admissions and retention. Research in Higher Education, 38(2), 173-186.
  • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
  • Topcu, M. S., & Yilmaz-Tuzun, O. (2009). Elementary students’ metacognition and epis- temological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Wood, P. K., & Kardash, C. A. (2002). Critical elements in the design and analysis of studies of epistemology. In B.K. Hofer & Paul R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231–260). Mahwah, NJ: Erl- baum.

HIGH SCHOOL STUDENTS’ EPISTEMOLOGICAL BELIEFS

Year 2013, Volume: 21 Issue: 4, 1305 - 1316, 15.07.2016

Nurdane Aydemir Murat Aydemir Yezdan Boz

Abstract

Problem: The purposes of the study were to investigate 9th and 11th grade high school students’ epistemological beliefs and how these beliefs change with grade level and gender. Method: The sample of the study included 356 high school students (9th 193 and 11th 163). Epistemological belief questionnaire was used. Results: Two-way multivariate analysis of variance (MANOVA) was used to analyze data. It was found that grade level had a significant effect on the justification, source/certainty and development of knowledge. Moreover, gender was found to have a significant effect in favor of female students with respect to the justification of knowledge.

Keywords

epistemological beliefs high school students gender

References

  • Akar, C. (2008). Öz-yeterlik inancı ve ilk okuma yazmaya etkisi, Uşak Üniversitesi Sosyal Bilimler Dergisi, 1(2), 185-198.
  • Bath, D. M., & Smith, C. D. (2009).The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173-189.
  • BaxterMagolda, M.B. (2004).Evolution of a constructivist conceptualization of epistemologi- cal reflection.EducationalPsychologist,39(1), 31-42.
  • Boz, Y., Aydemir, M., &Aydemir, N. (2011). 4th, 6th, and 8thgrade Turkish elementary students’ epistemological beliefs. Elementary Education Online, 10(3), 1191-1201.
  • Brown, C.,& Cooney, T. J. (1982).Research on teacher education: A philosophical orientation. Journal of Research and Development in Education15(4), 13-18.
  • Buehl, M. (2003). At the crossroads of epistemology and motivation: modeling the relations between students’ domain-specific epistemological beliefs, achievement motivation, and task performance. Unpublished Doctoral Dissertation. Maryland University, America.
  • Chai, C. S., Khine, M. S., &Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and appro- aches to learning. Research in Education, 69, 36-50.
  • Chan, K., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education stu- dents’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Conley, A.M., Pintrich, P.R., Vekiri, I., & Harrison, D. (2004).Changes in epistemological be- liefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
  • Deryakulu, D. &Buyukozturk, S. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 236-252.
  • Fruge, C. W., & Ropers-Huilman, R. (2008). Epistemological congruency in community college classrooms effects of epistemological beliefs on students’ experiences. College Teaching, 56(2), 121-127.
  • Gürol, A., Altunbaş, S., & Karaaslan, N. (2010). Öğretmen adaylarının öz yeterlik inançları ve epistemolojik inançları üzerine bir çalışma. e-Journal of New World Sciences Academy, EducationSciences, 5(3), 1395-1404.
  • Hofer, B. K. (2001).Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353–383.
  • 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 Re- search, 67, 88-140. İktisat Terimleri Sözlüğü (2004)
  • Jöreskog, K.G.,&Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
  • Kang, N., &Wallace, C.W. (2004). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89, 140–165.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement.The Journal of Educational Research, 102(4), 243-255.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008).Changing epistemological beliefs: The unex- pected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545–565.
  • King, P. M., & Kitchener, K. S. (1994)The development of Reflective Judgment in adolescen- ce and adulthood. Jossey Bass: San Francisco.
  • King, P. M., Kitchener, K. S., & Wood, P. K. (1994), Research on the reflective judgment model. In K. S. Kitchener & P. M. King, Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (pp. 124-202). San Francisco: Jossey-Bass.
  • MEB (2004). Fen veTeknoloji Dersi Programi, İlköğretim 4–5.sınıf. Ankara.
  • MEB (2005). İlköğretim 1. 2. ve 3. Sınıflar Hayat Bilgisi Dersi Öğretim Programı ve Kılavu- zu, Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • MEB (2007). Ortaöğretim 9. Sınıf Kimya Dersi Öğretim Programı, Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Ozkal, K. (2007). Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to lear- ning, Master Thesis, Middle East Technical University, Ankara,Turkey.
  • Ozkan, S. (2008). Modeling elementary students’ science achievement: the interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategi- es. Unpublished Doctoral Dissertation, Middle East Technical University, Ankara,Turkey.
  • Paulsen, M. B., & Wells, C. T. (1998).Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a li- beral arts college: A validation of a scheme (Contract No. SAE-8973). Cambridge, MA: Harvard University, Bureau of Study Counsel. (ERIC Document Reproduction Service No.ED 024 315).
  • Saunders, G.L. (1998). Relationships among epistemological beliefs, implementation of ins- truction, and approaches to learning in college chemistry. Unpublished Doctoral Disserta- tion, University of Oklahoma, Oklahoma.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among se- condary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-560.
  • Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considera- tions for college admissions and retention. Research in Higher Education, 38(2), 173-186.
  • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
  • Topcu, M. S., & Yilmaz-Tuzun, O. (2009). Elementary students’ metacognition and epis- temological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Wood, P. K., & Kardash, C. A. (2002). Critical elements in the design and analysis of studies of epistemology. In B.K. Hofer & Paul R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231–260). Mahwah, NJ: Erl- baum.
There are 36 citations in total.

Details

Other ID JA43NB26MT
Journal Section Review Article
Authors

Nurdane Aydemir This is me

Murat Aydemir This is me

Yezdan Boz This is me

Publication Date July 15, 2016
Published in Issue Year 2013 Volume: 21 Issue: 4

Cite

APA Aydemir, N., Aydemir, M., & Boz, Y. (2016). HIGH SCHOOL STUDENTS’ EPISTEMOLOGICAL BELIEFS. Kastamonu Education Journal, 21(4), 1305-1316.

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