Araştırma Makalesi
BibTex RIS Kaynak Göster

The Relationships between Students’ Epistemological Beliefs and Conceptions of Learning in Different Science Domains

Yıl 2021, Cilt: 10 Sayı: 3, 626 - 638, 05.10.2021
https://doi.org/10.14686/buefad.849351

Öz

This study aims to investigate the relationships between 9th grade students’ epistemological beliefs and conceptions of learning in different science domains (physics, chemistry, biology). A total of 462 students (male=247, female=215) participated in the study. Data were collected with the help of the questionnaires that measure students’ epistemological beliefs and conceptions of learning. Pearson correlation analysis was performed to determine the relationships between students’ epistemological beliefs and conceptions of learning in different science domains. The results revealed that there were positive and moderate relationships between students’ epistemological beliefs in “justification” and “development” dimensions and their higher-level conceptions of learning. However, these beliefs were weakly correlated or not correlated to the students’ lower-level conceptions of learning. Similarly, students’ epistemological beliefs in “source” and “certainty” dimensions were weakly associated or not associated with their conceptions of learning.

Kaynakça

  • Adıbelli Şahin, E., Deniz, H., & Topçu, M. S. (2016). Predicting Turkish preservice elementary teachers' orientations to teaching science with epistemological beliefs, learning conceptions, and learning approaches in science. International Journal of Environmental and Science Education, 11(5), 515-534.
  • Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Bahçivan, E. (2017). Eğitim bilimlerinde epistemoloji araştırmaları: düne, bugüne ve gelecek perspektiflere eleştirel bakış [Epistemological research in educational sciences: critical investigation of past, present and future perspectives]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 13(2), 760-772.
  • Bahçivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates' conceptions of learning science. European Journal of Science and Mathematics Education, 2(2), 106-118.
  • Bozkurt, E., & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi? [Can the virtual laboratory replace the traditional laboratory in physics education?] Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi [Selçuk University Journal of Ahmet Keleşoğlu Education], 25, 89-100.
  • Brownlee, J. M., Boulton-Lewis, G. M., & Purdie, N. M. (2001). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational and Developmental Psychology, 2, 1-16.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Yayınları [Pegem Publications]
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. [Quantitative data analysis with SPSS in scientific research] Ankara: Pegem Yayınları [Pegem Publications]
  • Chan, K. W. (2007). Hong Kong teacher education students' epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia-Pacific Education Researcher, 16(2), 199-214.
  • Chan, K. W. (2011). Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instructional Science, 39(1), 87-108.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • 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.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 8). New York: McGraw-Hill.
  • Ho, H. N. J., & Liang, J. C. (2015). The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of learning science: a study of Taiwan high school students. International Journal of Science Education, 37(16), 2688-2707.
  • 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.
  • Joy, W. M., Dinah, S. C., Opara, M. F. C., & Momanyi, L. O. (2017). Fostering students’ learning in the 21st century: Effect of inquiry-based learning on students’ achievement of science process skills in biology subject. African Journal of Education, Science and Technology, 4(2), 137-145.
  • Khalid, M., Hashmi, A., & Javed, Z. (2021). Relationship between prospective teachers' epistemological beliefs and their conceptions about teaching and learning. Ilkogretim Online, 20(4), 1681-1689.
  • Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734.
  • Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
  • Liang, J. C., & Tsai, C. C. (2010). Relational analysis of college science‐major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289.
  • Lonka, K., Ketonen, E., & Vermunt, J. D. (2021). University students’ epistemic profiles, conceptions of learning, and academic performance. Higher Education, 81(4), 775-793.
  • Mardiha, S. M., & Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1763230.
  • Otting, H., Zwaal, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Özkan, Ş. (2008). Modeling elementary students’ science achievement: The interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies. [Doctoral Dissertation. Middle East Technical University]. Council of Higher Education, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Sadi, Ö. (2015). The analysis of high school students' conceptions of learning in different domains. International Journal of Environmental and Science Education, 10(6), 813-827.
  • Sadi, Ö., & Dağyar, M. (2015). High school students’ epistemological beliefs, conceptions of learning, and self-efficacy for learning biology: a study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061-1079.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137-2157.
  • Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Vermunt, J. D, & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359-384.

Öğrencilerin Epistemolojik İnançları ile Farklı Fen Disiplinlerine Yönelik Öğrenme Anlayışları Arasındaki İlişkiler

Yıl 2021, Cilt: 10 Sayı: 3, 626 - 638, 05.10.2021
https://doi.org/10.14686/buefad.849351

Öz

Bu çalışmanın amacı 9. sınıf lise öğrencilerinin epistemolojik inançları ve farklı fen disiplinlerine (fizik, kimya, biyoloji) yönelik öğrenme anlayışları arasındaki ilişikleri incelemektir. 462 (erkek=247, kız=215) öğrenci çalışmaya katılmıştır. Veriler öğrencilerin epistemolojik inançlarını ve öğrenme anlayışlarını ölçen anketler yardımı ile toplanmıştır. Öğrencilerin epistemolojik inançları ve farklı fen disiplinlerine yönelik öğrenme anlayışları arasındaki ilişkiyi ölçmek için Pearson korelasyon analizi yapılmıştır. Araştırma sonuçları öğrencilerin epistemolojik inançlarından “bilginin doğrulanması” ve “bilginin gelişmesi” ve üst-düzey öğrenme anlayışları arasında pozitif ve orta düzeyde bir ilişki olduğunu ortaya koymuştur. Ancak, bu inançlar öğrencilerin alt-düzey öğrenme anlayışları ile zayıf bir şekilde ilişki göstermişlerdir ya da ilişkisizdir. Benzer bir şekilde, öğrencilerin epistemolojik inançlarından “bilginin kaynağı” ve “bilginin kesinliği”, öğrenme anlayışları ile zayıf bir ilişki göstermiştir ya da ilişkisizdir.

Kaynakça

  • Adıbelli Şahin, E., Deniz, H., & Topçu, M. S. (2016). Predicting Turkish preservice elementary teachers' orientations to teaching science with epistemological beliefs, learning conceptions, and learning approaches in science. International Journal of Environmental and Science Education, 11(5), 515-534.
  • Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Bahçivan, E. (2017). Eğitim bilimlerinde epistemoloji araştırmaları: düne, bugüne ve gelecek perspektiflere eleştirel bakış [Epistemological research in educational sciences: critical investigation of past, present and future perspectives]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 13(2), 760-772.
  • Bahçivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates' conceptions of learning science. European Journal of Science and Mathematics Education, 2(2), 106-118.
  • Bozkurt, E., & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi? [Can the virtual laboratory replace the traditional laboratory in physics education?] Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi [Selçuk University Journal of Ahmet Keleşoğlu Education], 25, 89-100.
  • Brownlee, J. M., Boulton-Lewis, G. M., & Purdie, N. M. (2001). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational and Developmental Psychology, 2, 1-16.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Yayınları [Pegem Publications]
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. [Quantitative data analysis with SPSS in scientific research] Ankara: Pegem Yayınları [Pegem Publications]
  • Chan, K. W. (2007). Hong Kong teacher education students' epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia-Pacific Education Researcher, 16(2), 199-214.
  • Chan, K. W. (2011). Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instructional Science, 39(1), 87-108.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • 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.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 8). New York: McGraw-Hill.
  • Ho, H. N. J., & Liang, J. C. (2015). The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of learning science: a study of Taiwan high school students. International Journal of Science Education, 37(16), 2688-2707.
  • 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.
  • Joy, W. M., Dinah, S. C., Opara, M. F. C., & Momanyi, L. O. (2017). Fostering students’ learning in the 21st century: Effect of inquiry-based learning on students’ achievement of science process skills in biology subject. African Journal of Education, Science and Technology, 4(2), 137-145.
  • Khalid, M., Hashmi, A., & Javed, Z. (2021). Relationship between prospective teachers' epistemological beliefs and their conceptions about teaching and learning. Ilkogretim Online, 20(4), 1681-1689.
  • Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734.
  • Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
  • Liang, J. C., & Tsai, C. C. (2010). Relational analysis of college science‐major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289.
  • Lonka, K., Ketonen, E., & Vermunt, J. D. (2021). University students’ epistemic profiles, conceptions of learning, and academic performance. Higher Education, 81(4), 775-793.
  • Mardiha, S. M., & Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1763230.
  • Otting, H., Zwaal, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Özkan, Ş. (2008). Modeling elementary students’ science achievement: The interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies. [Doctoral Dissertation. Middle East Technical University]. Council of Higher Education, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Sadi, Ö. (2015). The analysis of high school students' conceptions of learning in different domains. International Journal of Environmental and Science Education, 10(6), 813-827.
  • Sadi, Ö., & Dağyar, M. (2015). High school students’ epistemological beliefs, conceptions of learning, and self-efficacy for learning biology: a study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061-1079.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137-2157.
  • Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Vermunt, J. D, & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359-384.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Serkan Kapucu 0000-0002-4027-4466

Yayımlanma Tarihi 5 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 3

Kaynak Göster

APA Kapucu, S. (2021). The Relationships between Students’ Epistemological Beliefs and Conceptions of Learning in Different Science Domains. Bartın University Journal of Faculty of Education, 10(3), 626-638. https://doi.org/10.14686/buefad.849351
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
 88x31.png