Middle School Students’ Scientific Epistemological Beliefs, Achievements in Science and Intellectual Risk-Taking

Özbay, Hatice Esma; Köksal, Mustafa Serdar

doi:10.1007/s11191-021-00217-y

Cited by 13 publications

(12 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar and different results were presented by different researchers. In a study conducted in Turkey by Ozbay and Koksal (2021), it was found that secondary school students' beliefs about certainty and sources of knowledge were related to their achievement. In the literature, a significant and positive relationship was found between educational technology integration competency and BSK, BDK and BJK in a study (Bahcivan et al, 2019), while a significant relationship was found only between digital literacy skills and BDK and BJK in another study (Gunes & Bahcivan, 2018).…”

Section: Discussionmentioning

confidence: 99%

Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy

Şen

2022

MJESTP

View full text Add to dashboard Cite

Differences, backgrounds, and characteristics of teachers are essential factors in the teaching and learning environments. Teachers are a vital factor in quality education and an influential component in improving the success of any educational system. The primary purpose of this study is to determine the relationship between the self-efficacy, goal orientations, and epistemological beliefs of teachers. A sample of 375 teachers participated in this study. Path analysis results indicate that their epistemological beliefs correlate with the ability to approach goals, mastery goals, and self-efficacy. The maximum effect of teachers’ mastery goal is on the efficacy of instructional strategies and then on classroom management efficacy.

show abstract

Section: Discussionmentioning

confidence: 99%

Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy

Şen

2022

MJESTP

View full text Add to dashboard Cite

show abstract

“…In other words, epistemological beliefs significantly affect understanding and learning (Hofer & Pintrich, 1997). Several researchers working on epistemological beliefs emphasized the need to address beliefs specific to a particular field (Buehl & Alexander, 2006;Palmer & Marra, 2008), and many have examined scientific epistemological belief systems (Conley et al, 2004;Özbay & Köksal, 2021).…”

Section: Scientific Epistemological Beliefsmentioning

confidence: 99%

“…A study by Duffy et al (2016) shows that the epistemological beliefs of undergraduate students affect their learning approaches. In order to examine these relationships, researchers included variables related to epistemological beliefs (Banerjee & Chua, 2021;Getahun et al, 2016;Özbay & Köksal, 2021). Dahl et al (2005), on the other hand, pointed out a close relationship between epistemological beliefs and critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers

Alkış Küçükaydın,

Esen,

Çite

et al. 2023

JPR

View full text Add to dashboard Cite

This study used the structural equation model to examine teachers' scientific epistemological beliefs, critical thinking skills, and beliefs about the distinction between science and pseudoscience. The study involved 730 teachers from 26 different subjects in different regions of Türkiye. Descriptive analyses showed a significant relationship between teachers' level of interest in scientific studies and their critical thinking skills. It was also concluded that critical thinking skills were high, but non-traditional understanding beliefs were low. Path analysis results showed that critical thinking skills were negatively related to traditional scientific beliefs. Furthermore, non-traditional understanding beliefs were found to be negatively correlated with pseudoscience beliefs. The results obtained were discussed in the light of the literature and suggestions were made considering the limitations.

show abstract

“…In many studies in the literature, the relationship between intellectual risk-taking behavior and various variables regarding the learningteaching process has been revealed. Anxiety (Akça, 2017), motivation (Akdağ, 2020), metacognitive awareness (Çakır & Yaman, 2015), self-efficacy (Clifford, 1988;Clifford, et al, 1989;House, 2002;Uysal & Bingöl, 2014), problem solving (Korkmaz, 2002;Tay, Özkan & Akyürek Tay, 2009), epistemological belief (Özbay & Köksal, 2021), learning environment (Lee, 2005;Sharma, 2015), learning approaches (Ames, 1992), and academic success (Gezer, 2016) are among the variables in significant relationship with intellectual risk-taking.…”

Section: Introductionmentioning

confidence: 99%

An Examination of the Relationship between Intellectual Risk-Taking in a Social Studies Course and Classroom Climate

Gezer

2023

Journal of Education and Future

View full text Add to dashboard Cite

Bu araştırmada sosyal bilgiler odaklı akademik risk alma ile sınıf iklimi arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubu, 148'i kız, 145'i erkek olmak üzere toplam 294 ortaokul öğrencisinden oluşmaktadır. Veriler Sosyal Bilgiler Odaklı Akademik Risk Alma Ölçeği (SOARTS) ve Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÇKPSS) ile toplanmıştır. Çalışmada, Akademik Risk Almaya Yaklaşma (ARAY) ve Akademik Risk Almaktan Kaçınma (ARAK) değişkenlerinden oluşan SOARAÖ veri seti ile Akran Desteği (AD), Öğretmen Desteği (ÖD), Memnuniyet (M) ve Akademik Yeterlilik (AY) değişkenlerinden oluşan Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÖTASİÖ) veri seti arasındaki ilişkiyi test etmek amacıyla kanonik korelasyon analizi kullanılmıştır. Sosyal bilgiler odaklı akademik risk alma ile öğrenciler tarafından algılanana sınıf iklimi ölçeği arasındaki ilişki için iki kanonik fonksiyon elde edilmiş ve bu iki kanonik fonksiyondan biri istatistiksel olarak anlamlı çıkmıştır. Kanonik fonksiyonların kümülatif değerlerinden oluşan kanonik modelde, sosyal bilgiler odaklı akademik risk alma ve öğrenciler tarafından algılanan sınıf iklimi ölçeğinin paylaştığı ortak varyans %23 bulunmuştur.

show abstract

Middle School Students’ Scientific Epistemological Beliefs, Achievements in Science and Intellectual Risk-Taking

Cited by 13 publications

References 45 publications

Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy

Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy

Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers

An Examination of the Relationship between Intellectual Risk-Taking in a Social Studies Course and Classroom Climate

Contact Info

Product

Resources

About