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Year 2020, , 165 - 176, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.015

Abstract

References

  • Bath, D. M. & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31, 173–189.
  • Baxter, M. (1992). Knowing and reasoning in college: Gender-related patterns in students Intellectual Development. S. 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.
  • 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
  • Cam, A., Topcu, M. S., Sulun, Y., Guven, G. & Arabacioglu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational Research and Evaluation, 18(5), 441-458.
  • 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.
  • Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chan, N. M., Ho, I. T. & Ku, K. Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21(1), 67-77. doi:10.1016/j.lindif.2010.11.001
  • Chinn, C.A., Buckland, L.A. & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141-167.
  • Conley, A. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary educational psychology, 29(2), 186-204.
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston, 6277 Sea Harbor Drive, Orlando, FL 32887.
  • Cronbach, L. J. (1984). Essentials of physiological testing. New York: Horner & Row Publisher.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. Y. Kuzgun ve D. Deryakulu (edt). Eğitimde bireysel farklılıklar. (p. 261-289). ÜçüncüBasım. Ankara: Nobel Yayınevi.
  • Deryakulu, D. & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. EğitimAraştırmaları, 2(8), 111-125.
  • Dinç, E. İnel, Y. & Üztemur, S. (2016). Epistemik inanç ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 767-783.
  • Duran, M. & Mıhladız, G. (2014). A study on 6th grade students’ epistemological beliefs. Procedia-Social and Behavioral Sciences, 116, 4328-4332.
  • Echiejile, I. (1994). Training as an instrument of change: The effectiveness of case studies. Training and Management Development Methods, 8, 609-620.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In B. Hofer and P. R. Pintrich (Eds.). Personal epistemology: the psychology of beliefs about knowledge and knowing (pp. 347- 364). New Jersey: Lawrence Erlbaum.
  • Feucht, F. (2017). The epistemic beliefs of fourth graders about the verification of second-hand knowledge and its knowledge sources. Journal of Education and Human Development, 6(1), 7-26.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. (4th Edition). Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th edt). New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Greene, J.A., Azevedo, R., &Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160. doi:10.1080/00461520802178458
  • Greene, J. A., Sandoval, W. A., &Bråten, I. (2016). An introduction to epistemic cognition. Handbook of epistemic cognition (pp. 13-28). Routledge.
  • Grossman, R. W. (1994). Encouraging critical thinking using the case study method and cooperative learning techniques. Journal on Excellence in College Thaching, 5, 7-20.
  • Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In Hofer, B.K., & Pintrich, P. R., (Ed.), Personal Epistemology: The Psychology of Beliefs (pp. 169-190). London: Lawrence Erlbaum Associates Publishers.
  • Hofer, B. K. (2016). Epistemic cognition as a psychological construct: Advancements and challenges. Handbook of epistemic cognition (pp. 31-50). Routledge.
  • 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.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • 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.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). New York/London: The Guilford Press.
  • Kuhn, D., Cheney, R. & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development. 15, 309-328.
  • Mansfield, A. F., & Clinchy, B. M. (2002). Toward the integration of objectivity and subjectivity: Epistemological development from 10 to 16. New Ideas in Psychology, 20, 225–262.
  • Moschner, B., Anschuetz, A., Wernke, S. & Wagener, U. (2008). Measurement of epistemological beliefs and learning strategies of elementary school children. M. S. Khine (edt). Knowing, knowledge and beliefs (pp. 113-133). Springer, Dordrecht.
  • Nist, S. L., & Holschuh, J. P. (2005). Practical applications of the research on epistemological beliefs. Journal of College Reading and Learning, 35(2), 84-92.
  • Nussbaum, E. & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573-595.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review o f Educational Research, 62, 307—332.
  • Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Rinehart and Winston.
  • 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
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. A. (1994). Synthesising epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. (Eds. Hofer, B & Pintrich, P, R.). Personal epistemology: the psychology of beliefs about knowledge and knowing, (pp. 103-119). New Jersey: Lawrence Erlbaum.
  • 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.
  • 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.
  • 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.). Personal epistemology: the psychology of beliefs about knowledge and knowing. (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.
  • Üztemur, S. & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli biryaklaşım: çiz-yaz-anlat tekniği. Journal of History Culture and Art Research, 7(3), 566-592. doi: 10.7596/taksad.v7i3.1579
  • Üztemur, S., Dinç, E. & İnel, Y. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesi: Bir ölçek geliştirme çalışması. YYU Journal of Education Faculty, 15(1), 1459-1489.
  • Wainryb, C., Shaw, L. A., Langley, M., Cottam, K., & Lewis, R. (2004). Children’s thinking about diversity of belief in the early school years: Judgments of relativism, tolerance, and disagreeing persons. Child Development, 75, 687–703. doi:10.1111/j.14678624.2004.00701.x
  • 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
  • Wildenger, L. K., Hofer, B. K. & Burr, J. E. (2010). Epistemological development in very young knowers. In L. D. Bendixen & F. C. Haerle (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 220–257). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511691904
  • Yang, F. & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4): 325–354. doi:10.1007/s11251008-9084-3

Middle School Students’ Epistemological Beliefs: Development of A Scale Based on Vignettes and Scenarios

Year 2020, , 165 - 176, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.015

Abstract

This study aims to develop a scale based on vignettes and scenarios to determine the epistemological beliefs of middle school students. The study group of this cross-sectional study is investigated by random sampling and consists of 257 middle school students studying in Yunusemre and Şehzadeler districts of Manisa province in western Turkey in the 2019-2020 academic year. For construct validity, exploratory factor analysis and confirmatory factor analysis were performed respectively. The research findings revealed that the scale, which accounts for 56% of the total variance, consisted of 25 items and five dimensions. In line with reliability calculations, the alpha internal consistency coefficients for innate ability, quick learning, omniscient authority, simple knowledge, and certain knowledge dimensions were respectively calculated as .83, .77, .77, .71, and .64. The research results showed that scenarios based on vignettes support the multi-dimensional structure of epistemological beliefs. Several suggestions were also made regarding the use of vignette-based scenarios as a novel approach in identifying the epistemological beliefs of middle school students.

References

  • Bath, D. M. & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31, 173–189.
  • Baxter, M. (1992). Knowing and reasoning in college: Gender-related patterns in students Intellectual Development. S. 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.
  • 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
  • Cam, A., Topcu, M. S., Sulun, Y., Guven, G. & Arabacioglu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational Research and Evaluation, 18(5), 441-458.
  • 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.
  • Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chan, N. M., Ho, I. T. & Ku, K. Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21(1), 67-77. doi:10.1016/j.lindif.2010.11.001
  • Chinn, C.A., Buckland, L.A. & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141-167.
  • Conley, A. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary educational psychology, 29(2), 186-204.
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston, 6277 Sea Harbor Drive, Orlando, FL 32887.
  • Cronbach, L. J. (1984). Essentials of physiological testing. New York: Horner & Row Publisher.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. Y. Kuzgun ve D. Deryakulu (edt). Eğitimde bireysel farklılıklar. (p. 261-289). ÜçüncüBasım. Ankara: Nobel Yayınevi.
  • Deryakulu, D. & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. EğitimAraştırmaları, 2(8), 111-125.
  • Dinç, E. İnel, Y. & Üztemur, S. (2016). Epistemik inanç ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 767-783.
  • Duran, M. & Mıhladız, G. (2014). A study on 6th grade students’ epistemological beliefs. Procedia-Social and Behavioral Sciences, 116, 4328-4332.
  • Echiejile, I. (1994). Training as an instrument of change: The effectiveness of case studies. Training and Management Development Methods, 8, 609-620.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In B. Hofer and P. R. Pintrich (Eds.). Personal epistemology: the psychology of beliefs about knowledge and knowing (pp. 347- 364). New Jersey: Lawrence Erlbaum.
  • Feucht, F. (2017). The epistemic beliefs of fourth graders about the verification of second-hand knowledge and its knowledge sources. Journal of Education and Human Development, 6(1), 7-26.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. (4th Edition). Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th edt). New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Greene, J.A., Azevedo, R., &Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160. doi:10.1080/00461520802178458
  • Greene, J. A., Sandoval, W. A., &Bråten, I. (2016). An introduction to epistemic cognition. Handbook of epistemic cognition (pp. 13-28). Routledge.
  • Grossman, R. W. (1994). Encouraging critical thinking using the case study method and cooperative learning techniques. Journal on Excellence in College Thaching, 5, 7-20.
  • Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In Hofer, B.K., & Pintrich, P. R., (Ed.), Personal Epistemology: The Psychology of Beliefs (pp. 169-190). London: Lawrence Erlbaum Associates Publishers.
  • Hofer, B. K. (2016). Epistemic cognition as a psychological construct: Advancements and challenges. Handbook of epistemic cognition (pp. 31-50). Routledge.
  • 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.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • 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.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). New York/London: The Guilford Press.
  • Kuhn, D., Cheney, R. & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development. 15, 309-328.
  • Mansfield, A. F., & Clinchy, B. M. (2002). Toward the integration of objectivity and subjectivity: Epistemological development from 10 to 16. New Ideas in Psychology, 20, 225–262.
  • Moschner, B., Anschuetz, A., Wernke, S. & Wagener, U. (2008). Measurement of epistemological beliefs and learning strategies of elementary school children. M. S. Khine (edt). Knowing, knowledge and beliefs (pp. 113-133). Springer, Dordrecht.
  • Nist, S. L., & Holschuh, J. P. (2005). Practical applications of the research on epistemological beliefs. Journal of College Reading and Learning, 35(2), 84-92.
  • Nussbaum, E. & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573-595.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review o f Educational Research, 62, 307—332.
  • Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Rinehart and Winston.
  • 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
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. A. (1994). Synthesising epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. (Eds. Hofer, B & Pintrich, P, R.). Personal epistemology: the psychology of beliefs about knowledge and knowing, (pp. 103-119). New Jersey: Lawrence Erlbaum.
  • 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.
  • 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.
  • 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.). Personal epistemology: the psychology of beliefs about knowledge and knowing. (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.
  • Üztemur, S. & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli biryaklaşım: çiz-yaz-anlat tekniği. Journal of History Culture and Art Research, 7(3), 566-592. doi: 10.7596/taksad.v7i3.1579
  • Üztemur, S., Dinç, E. & İnel, Y. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesi: Bir ölçek geliştirme çalışması. YYU Journal of Education Faculty, 15(1), 1459-1489.
  • Wainryb, C., Shaw, L. A., Langley, M., Cottam, K., & Lewis, R. (2004). Children’s thinking about diversity of belief in the early school years: Judgments of relativism, tolerance, and disagreeing persons. Child Development, 75, 687–703. doi:10.1111/j.14678624.2004.00701.x
  • 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
  • Wildenger, L. K., Hofer, B. K. & Burr, J. E. (2010). Epistemological development in very young knowers. In L. D. Bendixen & F. C. Haerle (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 220–257). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511691904
  • Yang, F. & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4): 325–354. doi:10.1007/s11251008-9084-3
There are 54 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Servet Üztemur

Publication Date September 1, 2020
Published in Issue Year 2020

Cite

APA 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. https://doi.org/10.17220/ijpes.2020.02.015