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

Yıl 2021, , 626 - 638, 05.10.2021

Serkan Kapucu

https://doi.org/10.14686/buefad.849351

Cited By: 2

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.

Anahtar Kelimeler

conceptions of learning, epistemological beliefs, science domains

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

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.

Anahtar Kelimeler

öğrenme anlayışları, epistemolojik inançlar, fen disiplinleri

Kaynakça

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