Research Article
PDF Zotero Mendeley EndNote BibTex Cite

Year 2016, Volume 3, Issue 2, 63 - 80, 01.08.2016
https://doi.org/10.17275/per.16.10.3.2

Abstract

References

  • Aşkar, P., & Mazman, S. G. (2013). Adaptation of online information searching strategy inventory into turkish. Education and Science, 38(168).
  • Bakeman, R. (2005). Recommended effect size statistics for repeated measures designs. Behavior research methods, 37(3), 379-384.
  • Bråten, I., & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29(4), 371-388.
  • Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self‐regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539-565.
  • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within internet technologies. Journal of Educational Computing Research, 33(2), 141-171.
  • Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38(6), 635-657.
  • Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and Learning, 8(3), 235-260.
  • Deryakulu, D. (2002). The relationships among locus of control, epistemological beliefs and instructional material comprehension monitoring types and levels. Hacettepe University Journal of Education, 22(22).
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eğitim Araştırmaları, 18, 57-70.
  • Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554–567.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mc Grawall Hill.
  • Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183.
  • Hartley, K., & Bendixen, L. D. (2001). Educational research in the internet age: Examining the role of individual characteristics. Educational researcher, 30(9), 22-26.
  • Hofer, B. K. (1994). Epistemological beliefs and first-year college students: Motivation and cognition in different instructional contexts. Paper presented at the annual meeting of the American Psychological Association, Los Angeles.
  • 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 Research, 67(1), 88-140.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
  • Hofer, B. K., & Pintrich, P. R. (eds). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
  • Jackson, L. A., von Eye, A., Fitzgerald, H. E., Zhao, Y., & Witt, E. A. (2010). Self-concept, self-esteem, gender, race and information technology use. Computers in Human Behavior, 26(3), 323-328.
  • Kammerer, Y., & Gerjets, P. (2012). Effects of search interface and Internet-specific epistemic beliefs on source evaluations during Web search for medical information: an eye-tracking study. Behaviour & Information Technology, 31(1), 83–97.
  • Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. I. (2013). The role of internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29(3), 1193-1203.
  • Karimi, M. N. (2014). EFL students' grammar achievement in a hypermedia context: Exploring the role of internet-specific personal epistemology. System, 42, 1-11. Karaoglan Yilmaz, F. G., Yilmaz, R., Teker, N., & Keser, H. (2014). Prediction of internet addiction of university students based on various variables. World Journal on Educational Technology, 6(1).
  • Kılıç Çakmak, E., Karaoğlan Yılmaz, F.G., & Yılmaz, R. (2015). Adaptation of internet-specific epistemological belief scale. Education Technology Theory and Practice, 5(1), 55–71.
  • Lee, M. H., & Tsai, C. C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet‐based learning environments in Taiwan. Educational Studies, 31(2), 149-167.
  • Lee, W. C., Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior, 36, 391-400.
  • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29(2), 103-128.
  • Mason, L., & Boldrin, A. (2008). Epistemic metacognition in the context of information searching on the Web. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 377–404). NY: Springer.
  • Mason, L., & Ariasi, N. (2010). Critical thinking about biology during web page reading: Tracking students’ evaluation of sources and information through eye fixations. In L. Verschaffel, E. De Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 55–73). London: Routledge.
  • Mason, L., Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning. Learning and Instruction, 21(1), 137-151.
  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377.
  • Palmer, B., & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47(3), 311-335.
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17–37.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406.
  • Schommer-Aikins, M., Mau, W. C., Brookhart, S., & Hutter, R. (2000). Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94(2), 120-127.
  • Schommer‐Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem‐solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
  • Strobel, J., Cernusca, D., & Jonassen, D. H. (2004). Different majors-different epistemological beliefs. Academic Exchange Quarterly, 22(3), 208-211.
  • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18(6), 513-527.
  • Strømsø, H. I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text comprehension among upper secondary students. Educational Psychology, 29, 425–445.
  • Strømsø, H. I. ve Bråten, I. (2010). The role of personal epistemology in the self-regulation of internet-based learning. Metacognition and Learning, 5(1), 91-111.
  • Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
  • Tsai, C. C., & Chuang, S. C. (2005). The correlation between epistemological beliefs and preferences toward Internet-based learning environments. British Journal of Educational Technology, 36(1), 97–100.
  • Tsai, M. J. (2009). Online information searching strategy inventory (OISSI): A quick version and a complete version. Computers & Education, 53(2), 473-483.
  • Tsai, M. J., & Tsai, C. C. (2010). Junior high school students’ Internet usage and self-efficacy: A re-examination of the gender gap. Computers & Education, 54(4), 1182-1192.
  • Tsai, P. S., Tsai, C. C., & Hwang, G. J. (2011). The correlates of Taiwan teachers' epistemological beliefs concerning Internet environments, online search strategies, and search outcomes. The Internet and Higher Education, 14(1), 54-63.
  • Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193-205.
  • Tu, Y. W., Shih, M., & Tsai, C. C. (2008). Eighth graders’ web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. Computers & Education, 51(3), 1142-1153.
  • Wu, Y. T., & Tsai, C. C. (2005). Information commitments: evaluative standards and information searching strategies in web‐based learning environments. Journal of Computer Assisted Learning, 21(5), 374-385.
  • Yang, F. Y. (2005). Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology. Educational Studies, 31(1), 65-84.

Internet-specific epistemological beliefs and online information searching strategies of pre-service teachers: gender and department differences

Year 2016, Volume 3, Issue 2, 63 - 80, 01.08.2016
https://doi.org/10.17275/per.16.10.3.2

Abstract

With the wide use of internet, internet has become the easy and fast way of accessing information and one of the main sources used to access information. Especially with the spread of the use of Web 2.0 technologies, many internet users are now able to add/edit content on internet, shape it in a collaborative way on social environments and easily share it. Therefore, it is believed that there has been changes in the epistemological beliefs of internet users towards internet as a source of information. The purpose of this study is to examine internet-specific epistemological beliefs of pre-service teachers in terms of gender and department they study; and to reveal the impact internet-specific epistemological beliefs on online information searching strategies. The study group includes 203 pre-service teachers. For the collection of the data, personal information form, internet-specific epistemological beliefs and online information searching strategies inventory were used. The results of the study revealed that internet-specific epistemological beliefs did not change based on gender; yet there was a statistically significant difference based on department pre-service teachers study. In addition, it was also found that internet-specific epistemological beliefs did not have a significant impact on information searching strategies. And depending on the findings of the study, what could be done in the process of using internet-based information sources in education and teacher training programs were discussed and suggestions were made.

References

  • Aşkar, P., & Mazman, S. G. (2013). Adaptation of online information searching strategy inventory into turkish. Education and Science, 38(168).
  • Bakeman, R. (2005). Recommended effect size statistics for repeated measures designs. Behavior research methods, 37(3), 379-384.
  • Bråten, I., & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29(4), 371-388.
  • Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self‐regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539-565.
  • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within internet technologies. Journal of Educational Computing Research, 33(2), 141-171.
  • Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38(6), 635-657.
  • Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and Learning, 8(3), 235-260.
  • Deryakulu, D. (2002). The relationships among locus of control, epistemological beliefs and instructional material comprehension monitoring types and levels. Hacettepe University Journal of Education, 22(22).
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eğitim Araştırmaları, 18, 57-70.
  • Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554–567.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mc Grawall Hill.
  • Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183.
  • Hartley, K., & Bendixen, L. D. (2001). Educational research in the internet age: Examining the role of individual characteristics. Educational researcher, 30(9), 22-26.
  • Hofer, B. K. (1994). Epistemological beliefs and first-year college students: Motivation and cognition in different instructional contexts. Paper presented at the annual meeting of the American Psychological Association, Los Angeles.
  • 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 Research, 67(1), 88-140.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
  • Hofer, B. K., & Pintrich, P. R. (eds). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
  • Jackson, L. A., von Eye, A., Fitzgerald, H. E., Zhao, Y., & Witt, E. A. (2010). Self-concept, self-esteem, gender, race and information technology use. Computers in Human Behavior, 26(3), 323-328.
  • Kammerer, Y., & Gerjets, P. (2012). Effects of search interface and Internet-specific epistemic beliefs on source evaluations during Web search for medical information: an eye-tracking study. Behaviour & Information Technology, 31(1), 83–97.
  • Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. I. (2013). The role of internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29(3), 1193-1203.
  • Karimi, M. N. (2014). EFL students' grammar achievement in a hypermedia context: Exploring the role of internet-specific personal epistemology. System, 42, 1-11. Karaoglan Yilmaz, F. G., Yilmaz, R., Teker, N., & Keser, H. (2014). Prediction of internet addiction of university students based on various variables. World Journal on Educational Technology, 6(1).
  • Kılıç Çakmak, E., Karaoğlan Yılmaz, F.G., & Yılmaz, R. (2015). Adaptation of internet-specific epistemological belief scale. Education Technology Theory and Practice, 5(1), 55–71.
  • Lee, M. H., & Tsai, C. C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet‐based learning environments in Taiwan. Educational Studies, 31(2), 149-167.
  • Lee, W. C., Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior, 36, 391-400.
  • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29(2), 103-128.
  • Mason, L., & Boldrin, A. (2008). Epistemic metacognition in the context of information searching on the Web. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 377–404). NY: Springer.
  • Mason, L., & Ariasi, N. (2010). Critical thinking about biology during web page reading: Tracking students’ evaluation of sources and information through eye fixations. In L. Verschaffel, E. De Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 55–73). London: Routledge.
  • Mason, L., Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning. Learning and Instruction, 21(1), 137-151.
  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377.
  • Palmer, B., & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47(3), 311-335.
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17–37.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406.
  • Schommer-Aikins, M., Mau, W. C., Brookhart, S., & Hutter, R. (2000). Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94(2), 120-127.
  • Schommer‐Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem‐solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
  • Strobel, J., Cernusca, D., & Jonassen, D. H. (2004). Different majors-different epistemological beliefs. Academic Exchange Quarterly, 22(3), 208-211.
  • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18(6), 513-527.
  • Strømsø, H. I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text comprehension among upper secondary students. Educational Psychology, 29, 425–445.
  • Strømsø, H. I. ve Bråten, I. (2010). The role of personal epistemology in the self-regulation of internet-based learning. Metacognition and Learning, 5(1), 91-111.
  • Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
  • Tsai, C. C., & Chuang, S. C. (2005). The correlation between epistemological beliefs and preferences toward Internet-based learning environments. British Journal of Educational Technology, 36(1), 97–100.
  • Tsai, M. J. (2009). Online information searching strategy inventory (OISSI): A quick version and a complete version. Computers & Education, 53(2), 473-483.
  • Tsai, M. J., & Tsai, C. C. (2010). Junior high school students’ Internet usage and self-efficacy: A re-examination of the gender gap. Computers & Education, 54(4), 1182-1192.
  • Tsai, P. S., Tsai, C. C., & Hwang, G. J. (2011). The correlates of Taiwan teachers' epistemological beliefs concerning Internet environments, online search strategies, and search outcomes. The Internet and Higher Education, 14(1), 54-63.
  • Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193-205.
  • Tu, Y. W., Shih, M., & Tsai, C. C. (2008). Eighth graders’ web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. Computers & Education, 51(3), 1142-1153.
  • Wu, Y. T., & Tsai, C. C. (2005). Information commitments: evaluative standards and information searching strategies in web‐based learning environments. Journal of Computer Assisted Learning, 21(5), 374-385.
  • Yang, F. Y. (2005). Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology. Educational Studies, 31(1), 65-84.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

F. Gizem KARAOĞLU YILMAZ (Primary Author)


Ebru KILIÇ ÇAKMAK

Publication Date August 1, 2016
Published in Issue Year 2016, Volume 3, Issue 2

Cite

APA Karaoğlu Yılmaz, F. G. & Kılıç Çakmak, E. (2016). Internet-specific epistemological beliefs and online information searching strategies of pre-service teachers: gender and department differences . Participatory Educational Research , 3 (2) , 63-80 . DOI: 10.17275/per.16.10.3.2