Investigating The Relationships among 6th Grade Students’ Epistemologıcal Beliefs, Epistemic Emotions And Argumentativeness: A Multiple Case Study

Öz

This study was conducted to investigate the relationship among 6th grade students’ epistemological beliefs, epistemic emotions, and argumentativeness. Multiple case study research design was applied in the research. Firstly, the scientific epistemological beliefs scale, including 26 test items, was distributed to 60 students. Considering the scale results on SPSS program, two students for each of naive, medium, and sophisticated categories were determined so that qualitative data was collected through three sessions from six students in total. The first and third sessions involved semi-structured interviews, whereas the second session was realized through a think-aloud protocol. Qualitative data collection was realized by means of cognitive disequilibrium texts during think-aloud and semi-structured interview protocols. Results showed that students’ naive and sophisticated epistemological beliefs were clearly effective on their epistemic emotions and argumentativeness. Considering the results, focusing on educational implementations to develop students’ epistemological beliefs was suggested to raise them up as scientifically literate citizens.

Anahtar Kelimeler

• Epistemological belief
• epistemic feeling
• argumentation
• science literacy

6. Sınıf Öğrencilerinin Epistemolojik İnançları, Epistemik Duyguları ve Bilimsel Tartışmaya Yatkınlıkları Arasındaki İlişkilerin İncelenmesi: Bir Çoklu Durum Çalışması

Öz

Bu araştırmada, 6.sınıf öğrencilerinin epistemolojik inanç, epistemik duygu ve bilimsel tartışmaya yatkınlıkları arasındaki ilişkilerin incelenmesi amaçlanmıştır. Araştırmada nitel bir yaklaşım olan çoklu durum çalışması uygulanmıştır. 60 öğrenciye ilk olarak Conley, Pintrich, Vekiri ve Harrison (2004) tarafından geliştirilen; 26 maddeden oluşan bilimsel epistemolojik inanç ölçeği uygulanmıştır. SPSS programında analiz edilen ölçek sonuçlarına göre ikişer öğrenci naif, orta ve sofistike epistemolojik inanç seviyelerine atanmış ve toplam altı öğrenci ile üç oturumda nitel veriler toplanmıştır. Birinci ve üçüncü oturum yarı yapılandırılmış görüşmeler şeklinde, ikinci oturum ise sesli düşünme protokolü kullanılarak gerçekleştirilmiştir. Nitel veri toplama süreci, sesli düşünme protokolünde kullanılan bilişsel dengesizlik metinleri ve yarı yapılandırılmış görüşmelerde kullanılan protokoller ile gerçekleştirilmiştir. Elde edilen sonuçlar; naif ve sofistike epistemolojik inançların, öğrencilerin epistemik duyguları ve bilimsel tartışmaya yatkınlıkları üzerinde önemli etkileri olduğunu göstermiştir. Bulgular doğrultusunda, çağın getirilerine uygun bilim okuryazarı bireyler yetiştirebilmek için öğrencilerin epistemolojik inançlarının geliştirilmesi üzerine odaklanılması önerisinde bulunulmuştur.

Anahtar Kelimeler

• epistemolojik inanç
• epistemik duygu
• argümantasyon
• bilim okuryazarlığı

Kaynakça

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