Examination of Changes in Prospective Elementary Teachers’ Epistemological Beliefs in Science and Exploration of Factors Meditating That Change

Deniz, Hasan

doi:10.1007/s10956-010-9268-x

Cited by 22 publications

(14 citation statements)

References 31 publications

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“…When dualists view science as right or wrong and appeal to either the authority of science or religion, border‐crossing is very threatening. Previous research has shown that NOS interventions can improve preservice teachers’ epistemological beliefs (Deniz, ). As learners gain more sophisticated NOS/epistemological beliefs, they are empowered to evaluate multiple perspectives in light of evidence, free to accept or reject evolution in light of their commitments.…”

Section: Discussionmentioning

confidence: 99%

Evolution acceptance and epistemological beliefs of college biology students

2016

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Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution are related to their epistemological beliefs. We hypothesize that evolution acceptance may be related to students' epistemological beliefs and that this relationship may vary depending on students' relationship to the field of biology, either as an experienced major, a new major, or a non-major. Specifically, this manuscript investigates how college students' evolution acceptance may be connected to Perry developmental levels for three distinct groups of students: upper-level majors, first-year majors, and non-majors. A sequential explanatory mixed methods approach entailing quantitative surveys followed by individual interviews was employed. In total, 395 college-level biology students from three classes were surveyed, and 44 students were interviewed. Descriptive quantitative trends were identified, and evolution acceptance varied predictably by both Perry level and Class. Qualitative analysis explained these quantitative findings in terms of participants' identification with science, views of authority, views of the compatibility of evolution and religion, and appreciation for the tentative nature of science with respect to evolution. Potential implications for science educators at the college level are discussed. #

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Section: Discussionmentioning

confidence: 99%

Evolution acceptance and epistemological beliefs of college biology students

2016

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“…Özgelen (2012) found a significant correlation between student teachers' metacognitive levels and their epistemological beliefs. Research concluded that individuals with developed epistemological beliefs have much more developed metacognitive awareness (Abd-El-Khalick & Akerson, 2004;Deniz, 2011). Therefore, it is safe to argue that the higher the epistemological beliefs of student teachers, the higher their metacognitive perceptions about the nature of science.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Science Student Teachers’ Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science

2015

EDUC SCI-THEOR PRACT

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This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the faculty of educational sciences in a state university in western Turkey. The data for the study was collected through the scale of epistemological beliefs, the scale of metacognitive perceptions about the nature of science, and the personal information form. The scale of epistemological beliefs was developed by Schommer and adapted to Turkish by Deryakulu and Büyüköztürk. The scale of metacognitive perceptions about the nature of science was developed by Peters and adapted to Turkish by the author. The correlations between the participants' epistemological beliefs and metacognitive perceptions about the nature of science and the variables of grade level and gender were analyzed using the Mann-Whitney U test, Kruskal-Wallis H test, and multiple regression analysis. The findings of the study showed participants to have positive epistemological beliefs and metacognitive perceptions about the nature of science. The participants' epistemological beliefs and metacognitive perceptions about the nature of science were also found to not be significantly affected by the variables of grade or gender. In addition, epistemological beliefs were found to be a significant predictor of metacognitive perceptions about the nature of science.

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“…Güven (2013) found that reflective journal writing provides a development of student teachers' source of knowledge, organization of knowledge, speed of learning and learning control dimensions, but no change in their beliefs about certainty of knowledge. Some research has shown that interventions have developed all dimensions of epistemological beliefs (Deniz, 2011), while others have shown that a few dimensions have improved and a few have remained the same (Chai, Teo & Lee, 2009;Chen & Chang, 2008). It is understood that the different interventions influenced the different epistemological belief dimensions.…”

Section: Resultsmentioning

confidence: 99%

“…A literature review also yields studies in which the effect of implementations of different teaching methods and techniques on epistemological beliefs was examined (for example, cognitive coaching method-- Demir, 2009; peer teaching--Gok, 2018; nature of science--Johnson & Willoughby, 2018; classroom discussing--King, Levesque, Weckerly & Blythe, 2000; research-based laboratory activities-- Deniz, 2011;May & Etkina, 2002). Studies on the effect of writing on epistemological beliefs are quite limited.…”

Section: Literature Review On Epistemological Beliefsmentioning

confidence: 99%

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

Atasoy

Küçük

2020

J. Sci. Learn.

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The aim of the present study was to develop the epistemological beliefs of eighth grade students through writing-to-learn (WTL) activities. A one-group pretest-posttest quasi-experimental research design was utilized in the study. The sample group consisted of a total of 18 eighth grade students, attending a secondary school in the rural part of Trabzon in Turkey. To improve the epistemological beliefs of students, WTL activities were developed and utilized in the "Matter and its Structure" unit of the science subject. Each WTL activity focused on one dimension of epistemology, such as source of knowledge, organization of knowledge, certainty of knowledge, speed of learning, and learning control. The WTL activities in the study were conducted throughout a total of 24 lessons. Semi-structured interviews were employed to collect data. Beliefs regarding each dimension of epistemology were identified to be at the level of absolutist, multiplist or evaluatist by means of the "Epistemological Belief Levels Rubric". The findings of the study revealed that the WTL activities increased students’ levels of the epistemological beliefs. Hence, students’ epistemological beliefs can be developed further by dwelling more on the history of science unit within the subject of science by raising students’ awareness.

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Examination of Changes in Prospective Elementary Teachers’ Epistemological Beliefs in Science and Exploration of Factors Meditating That Change

Cited by 22 publications

References 31 publications

Evolution acceptance and epistemological beliefs of college biology students

Evolution acceptance and epistemological beliefs of college biology students

An Analysis of Science Student Teachers’ Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science

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

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