Development of Eighth Grade Students’ Epistemological Beliefs through Writing-to-Learn Activities

Atasoy, Şengül; Küçük, Osman

doi:10.17509/jsl.v3i2.20573

Cited by 8 publications

(4 citation statements)

References 44 publications

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“…These researches are primarily conducted in western countries (Gallagher, 2019;Schommer, 1993aSchommer, , 1993bSchommer, , 1998Kalman, Sobhanzadeh, Thompson, Ibrahim, & Wang, 2015;Chen & Pajares, 2010;Schommer & Dunnell, 1992, 1997. In Turkish literature, although there is a significant body of research on epistemological beliefs, these researches are conducted mostly with students who were not gifted (Aşut & Köksal, 2015;Atasoy, 2020;Atasoy & Küçük, 2020;Aydemir, Aydemir & Boz, 2013;Aydın & Geçici, 2017;Balantekin, 2013;Boz, Aydemir & Aydemir, 2011). However, the number of research focusing on the gifted students as a sample quite limited (Dönmez & Yalmancı-Yücel, 2020;Uçar, 2018).…”

Section: Introductionmentioning

confidence: 99%

Gifted Students’ Beliefs about Knowledge and Learning

Nacaroğlu

Kızkapan

2021

J. Sci. Learn.

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Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.

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Section: Introductionmentioning

confidence: 99%

Gifted Students’ Beliefs about Knowledge and Learning

Nacaroğlu

Kızkapan

2021

J. Sci. Learn.

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“…This condition was attributed to the fact that the speech bubbles in cartoons facilitated students' decision making. However, written explanations require specific mental organizations, so students experienced difficulties writing answers (Atasoy & Küçük, 2020). Kabapınar (2005) claims that concept cartoons can minimize the negative effect anxiety can have on students about giving "incorrect answers."…”

Section: Introductionmentioning

confidence: 99%

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

Atasoy

2020

J. Sci. Learn.

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Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlıhemşin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.Keywords Concept Cartoons, Epistemological Beliefs, Middle School Students

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“…Findings from this study inform educators of the need to advance adolescents' epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning (e.g., Kienhues, Bromme, & Stahl, 2008). One recent study (Atasoy & Küçük, 2020) showed the potential that the epistemological beliefs can be developed though writing to learn activities in eighth graders. Belland et al (2020) also demonstrated that engaging middle school students in problem-based learning can influence students' epistemological beliefs.…”

Section: Discussionmentioning

confidence: 75%

A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

Jiang

Wang

Bonner

et al. 2021

EJREP

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Introduction. Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method. This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results. We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

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Development of Eighth Grade Students’ Epistemological Beliefs through Writing-to-Learn Activities

Cited by 8 publications

References 44 publications

Gifted Students’ Beliefs about Knowledge and Learning

Gifted Students’ Beliefs about Knowledge and Learning

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

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