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Eğitim Bilimlerinde Epistemoloji Araştırmaları: Düne, Bugüne ve Gelecek Perspektiflere Eleştirel Bakış

Year 2017, Volume: 13 Issue: 2, 760 - 772, 07.09.2017
https://doi.org/10.17860/mersinefd.301121

Abstract

Bu
araştırma yaklaşık olarak elli yıllık bir zamana yayılan epistemoloji
alanındaki çalışmaların eleştirel bir derlemesidir. Kişisel epistemoloji,
bireylerin öğrenme-öğretme inançları ve davranışları üzerinde etkili olan temel
inançlarını içermektedir. Epistemolojik inançların öğrenme-öğretme açısından
merkezi konumda olması eğitim alanında yapılan ilişkilendirme çalışmalarına
önemli bir ivme kazandırmıştır. Ancak ülkemizde bireysel epistemoloji
alanındaki perspektifleri ve modelleri, epistemolojik çalışmalarının neden önemli
olduğunu ve gelecekte bu alanda ne gibi çalışmalar yapılabileceğine yönelik
eğilimleri eleştirel bakış açısı ile derleyen bir çalışmayla
karşılaşılmamıştır. Böyle bir çalışmanın özellikle bilimsel arenaya yeni
katılan araştırmacılara bu alandaki temel kavramları kıyaslamalar yaparak
tanıtmasının gelecekte ülkemizde epistemoloji bağlamında yapılacak bilimsel
araştırmalara katkısı olacağı düşünülmüştür.

References

  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. R, Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self voice and mind. New York: Basic Books.
  • Bendixen, L.D. (2002). A process model of epistemic belief change. In Hofer, B.K., & Pint- rich, P.R., (Ed.), Personal Epistemology : The Psychology of Beliefs (pp. 191-208). London: Lawrence Erlbaum Associates Publishers.
  • Bromme, R., Pieschl, R., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition Learning, 5, 7-26.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beli¬efs. International Journal of Educational Research, 45, 28-42.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: domain specific or domain general? Contemporary Educational Psychology, 27, 415–449.
  • 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(8), 817-831.
  • Conley, A. M., Pintrich, P. R., Vekiri, L., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students.Contemporary Educational Psychology, 29, 186-204.
  • Cevizci, A. (2010). Bilgi Felsefesi. İstanbul: Say Yayınları.
  • Duffy, M. C., Muis, K. R., Foy, M. J., Trevors, G., & Ranellucci, J. Exploring Relations between Teachers’ Beliefs, Instructional Practices, and Students’ Beliefs in Statistics. International Educational Research, 4(1), 37-66.
  • Duit, R., & Treagust, D.F. (2003). Conceptual change: s powerful framework for improving science teaching and learning. International journal of Science Education, 25(6), 671-688.
  • Elby, A., & Hammer, D. (2001). On the Substance of a Sophisticated Epistemology. Issues and Trends, 85, 554–567.
  • 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. (2008). Personal epistemology and culture. In Khine, M.S., (Ed.), Knowing, Knowledge and Beliefs. Epistemological Studies across Diverse Cultures (pp. 3-22). Springer Science + Business Media B.V.
  • Hofer, B.K. (2006). Domain specificity of personal epistemology: resolved questions, persis¬tent issues, new models. International Journal of Educational Research, 45, 85-95.
  • Hofer, B.K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
  • Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
  • 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, 88–140.
  • Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development Across Cultures, Theory and Applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • King, P.M., & Kitchener, K.S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5–18.
  • 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.
  • Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
  • Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435-451.
  • Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: the interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291-309.
  • Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177–208.
  • Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190.
  • Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54.
  • Muis, K. R., & Franco, G. M. (2010). Epistemic profiles and metacognition: support for the consistency hypothesis. Metacognition Learning, 5, 27-45.
  • Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards in self-regulated learning. Contemporary Educational Psychology, 34, 306–318.
  • Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168-183.
  • Muis, K. R., Trevors, G., Duffy, M., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the Nature of Students’ Epistemic Beliefs Using a Multiple Methods Approach. The Journal of Experimental Education, 84(2), 264-288.
  • Palmer, B., & Marra, R.M. (2008). Individual domain-specific epistemologies: ımplications for educational practice. In Khine, M.S., (Ed.), Knowing, Knowledge and Beliefs. Epistemological Studies across Diverse Cultures (pp. 325-350). Springer Science + Business Media B.V.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
  • Piaget, J. (1970b). Genetic epistemology. New York: Columbia University Press.
  • 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.
  • Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. and Alexander, P., (Ed.), Beliefs about text and about text instruction (pp. 25–39). Hillsdale, NJ: Erlbaum.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1),19–29.
  • Schommer-Aikins, M., & Duell, O.K. (2013). Domain specific and general epistemological beliefs. Their effects on mathematics. Revista de Investigación Educativa, 31(2), 317-330.
  • Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138.
  • Stathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32, 255-281.
  • Trevors, G. J., Muis, K. R., Pekrun, R., Sinatra, G. M., & Muijselaar, M. M. (2016). Exploring the relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology,
  • Yazar. (2016a). Australian Journal of Teacher Education.
  • Yazar. (2016b). Educational Studies.
  • Yazar. (2016c). International Journal of Environmental and Science Education.
  • Yazar. (2015). Research in Science and Technological Education.
  • Yazar. (2014). Journal of Baltic Science Education.
Year 2017, Volume: 13 Issue: 2, 760 - 772, 07.09.2017
https://doi.org/10.17860/mersinefd.301121

Abstract

References

  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. R, Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self voice and mind. New York: Basic Books.
  • Bendixen, L.D. (2002). A process model of epistemic belief change. In Hofer, B.K., & Pint- rich, P.R., (Ed.), Personal Epistemology : The Psychology of Beliefs (pp. 191-208). London: Lawrence Erlbaum Associates Publishers.
  • Bromme, R., Pieschl, R., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition Learning, 5, 7-26.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beli¬efs. International Journal of Educational Research, 45, 28-42.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: domain specific or domain general? Contemporary Educational Psychology, 27, 415–449.
  • 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(8), 817-831.
  • Conley, A. M., Pintrich, P. R., Vekiri, L., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students.Contemporary Educational Psychology, 29, 186-204.
  • Cevizci, A. (2010). Bilgi Felsefesi. İstanbul: Say Yayınları.
  • Duffy, M. C., Muis, K. R., Foy, M. J., Trevors, G., & Ranellucci, J. Exploring Relations between Teachers’ Beliefs, Instructional Practices, and Students’ Beliefs in Statistics. International Educational Research, 4(1), 37-66.
  • Duit, R., & Treagust, D.F. (2003). Conceptual change: s powerful framework for improving science teaching and learning. International journal of Science Education, 25(6), 671-688.
  • Elby, A., & Hammer, D. (2001). On the Substance of a Sophisticated Epistemology. Issues and Trends, 85, 554–567.
  • 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. (2008). Personal epistemology and culture. In Khine, M.S., (Ed.), Knowing, Knowledge and Beliefs. Epistemological Studies across Diverse Cultures (pp. 3-22). Springer Science + Business Media B.V.
  • Hofer, B.K. (2006). Domain specificity of personal epistemology: resolved questions, persis¬tent issues, new models. International Journal of Educational Research, 45, 85-95.
  • Hofer, B.K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
  • Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
  • 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, 88–140.
  • Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development Across Cultures, Theory and Applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • King, P.M., & Kitchener, K.S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5–18.
  • 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.
  • Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
  • Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435-451.
  • Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: the interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291-309.
  • Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177–208.
  • Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190.
  • Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54.
  • Muis, K. R., & Franco, G. M. (2010). Epistemic profiles and metacognition: support for the consistency hypothesis. Metacognition Learning, 5, 27-45.
  • Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards in self-regulated learning. Contemporary Educational Psychology, 34, 306–318.
  • Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168-183.
  • Muis, K. R., Trevors, G., Duffy, M., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the Nature of Students’ Epistemic Beliefs Using a Multiple Methods Approach. The Journal of Experimental Education, 84(2), 264-288.
  • Palmer, B., & Marra, R.M. (2008). Individual domain-specific epistemologies: ımplications for educational practice. In Khine, M.S., (Ed.), Knowing, Knowledge and Beliefs. Epistemological Studies across Diverse Cultures (pp. 325-350). Springer Science + Business Media B.V.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
  • Piaget, J. (1970b). Genetic epistemology. New York: Columbia University Press.
  • 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.
  • Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. and Alexander, P., (Ed.), Beliefs about text and about text instruction (pp. 25–39). Hillsdale, NJ: Erlbaum.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1),19–29.
  • Schommer-Aikins, M., & Duell, O.K. (2013). Domain specific and general epistemological beliefs. Their effects on mathematics. Revista de Investigación Educativa, 31(2), 317-330.
  • Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138.
  • Stathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32, 255-281.
  • Trevors, G. J., Muis, K. R., Pekrun, R., Sinatra, G. M., & Muijselaar, M. M. (2016). Exploring the relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology,
  • Yazar. (2016a). Australian Journal of Teacher Education.
  • Yazar. (2016b). Educational Studies.
  • Yazar. (2016c). International Journal of Environmental and Science Education.
  • Yazar. (2015). Research in Science and Technological Education.
  • Yazar. (2014). Journal of Baltic Science Education.
There are 49 citations in total.

Details

Subjects Studies on Education
Journal Section Makaleler
Authors

Eralp Bahçivan

Publication Date September 7, 2017
Published in Issue Year 2017 Volume: 13 Issue: 2

Cite

APA Bahçivan, E. (2017). Eğitim Bilimlerinde Epistemoloji Araştırmaları: Düne, Bugüne ve Gelecek Perspektiflere Eleştirel Bakış. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 760-772. https://doi.org/10.17860/mersinefd.301121

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