Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü, Zeynep Koyunlu; Dökme, İlbilge

doi:10.14689/ejer.2017.72.11

Cited by 11 publications

(6 citation statements)

References 209 publications

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“…Accordingly, it was determined that there are low and medium level significant relationships between the access to knowledge and simple knowledge dimensions of the epistemological belief scale and the reasoning and reaching a judgment dimensions of critical thinking. Similar to the findings of this study, significant relationships between epistemological beliefs and some dimensions of critical thinking are found in the research results in the literature (Basbay, 2013;Chan et al 2011;Hofer, 2004;Kandemir and Egmir, 2020;Koyunlu Unlu and Dokme, 2017;Sivgin, 2019). Chan et al (2011) determined that there is an important link between naive epistemological beliefs and weak critical thinking disposition.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

The Relationship Between Preservice Teachers' Critical Thinking and Epistemological Beliefs

Çarkıt,

Kurnaz

2022

IJPE

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In this study, the relationship between pre-service teachers' critical thinking dispositions and their epistemological belief perceptions was examined. The relational screening model was used in the study designed in quantitative research approach. The study group of the research is 234 teacher candidates who study at Education Faculties of Gaziantep University and are determined by simple random sampling method. In the study, data were collected with scales developed for two different variables as epistemological belief and critical thinking disposition. SPSS 22.0 packaged software has been used in the process of data analysis. During the research process, the data were evaluated using the arithmetic mean, Pearson Product Moments Correlation Coefficient and multiple regression analysis. In the study, it was determined that the epistemological belief perceptions of teacher candidates differ according to dimensions and their critical thinking dispositions were at a high level. However, positive relationships were determined between sub-dimensions of pre-service teachers' epistemological belief perceptions and sub-dimensions of critical thinking dispositions. Accordingly, a positive and a low level relationship between "access and acquisition of knowledge " and "reasoning" dimensions with "simple knowledge" and "reaching judgment" dimensions; a positive and moderate relationship between 'simple knowledge' and 'reasoning' dimensions were found. In addition, it was determined that 'reasoning', 'open-mindedness' and 'reaching judgment', which are sub-dimensions of the pre-service teachers' critical thinking dispositions; significantly predicted their perception of the epistemological beliefs regarding 'access to knowledge' and 'simple knowledge'.

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Section: Conclusion and Discussionsupporting

confidence: 90%

The Relationship Between Preservice Teachers' Critical Thinking and Epistemological Beliefs

Çarkıt,

Kurnaz

2022

IJPE

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“…Active learning emphasizes practicing and creating knowledge from what a person is practicing while working [16]. Active learning focuses on developing skills and competencies under the former knowledge bases that affect the learners to connect new knowledge with the previous ones received from practice and practitioners' needs mainly [17,18]. Hence, the results of those becoming successful executives would have an absolutely positive impact on the organization.…”

Section: • Active Learningmentioning

confidence: 99%

Exploring Managers' Skills Affecting Dynamic-Innovative Capabilities and Performance in New Normal Era

Rakangthong

Hareebin²,

Dowpiset³

et al. 2023

HighTech. Innov. J.

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The human resources department, as a dynamic mechanism in the hotel business, is a supporter and a manager who manages the corporation to grow by planning, supervising, and assuring the expected performance leads to desirable outcomes. The situation of spread of the COVID-19 virus has resulted in businesses and labor departments having to adapt to survive by upgrading existing knowledge and adding new skills. Therefore, this research aims to describe components and models of necessary skills development for performance affecting dynamic capabilities and performance in a new normal era for human resources managers of five-star hotels in Phuket Province, which are crucial components in an increased corporation’s sustainability and performance in terms of personnel efficiency, assets, funds, and information. This research is quantitative, and research data was collected from a total of 384 human resource managers of five-star hotels. There was a mutual discussion of factor analysis and structural equation results with three human resources managers who have been successful for not less than seven years in their work. The components consisted of systematic consideration through the following causes: necessary skills; professional skills, work skills, and emotional skills, mediator variables; dynamic capabilities, and organizational performance. This research also discussed five guidelines for developing the necessary skills for performance. As various factors have affected the performance in the new normal era, the human resources executives of five-star hotels in Phuket province should apply them and consider them together with their business plans for setting the strategic plan of organizational management, management, administrative, and human resources development. Doi: 10.28991/HIJ-2023-04-01-03 Full Text: PDF

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“…Research has also shown that, compared to less constructivist epistemic cognition, more constructivist epistemic cognition has been related to the will to take on multiple perspectives, reconsider one's own thinking when drawing conclusions about controversial issues (Schommer-Aikins and Hutter, 2002), engage in effortful thinking (Hyytinen et al, 2014), and display skepticism toward unreliable sources (McGinnis, 2016). Though motivational and affective dispositions have theoretically been proposed to support critical thinking within the epistemic cognition literature (Chinn et al, 2011;Muis et al, 2015Muis et al, , 2018, little research has been conducted to understand how epistemic cognition relates to the affective states that dispose learners to think critically.…”

Section: Relations Between Epistemic Cognition and Critical Thinkingmentioning

confidence: 99%

Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues

et al. 2021

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When thinking critically about socio-scientific issues, individuals’ expectations about the nature of knowledge and knowing, as well as their emotions when these expectations are met or not, may play an important role in critical thinking. In this study, we examined the role of epistemic emotions in mediating the effects of epistemic cognition on critical thinking when contending with conflicting information about genetically modified foods. Two hundred four university students completed a prior knowledge test on genetically modified foods, and then reported their epistemic beliefs about genetically modified foods. Participants then read a text that presented advantages and disadvantages of genetically modified foods, and reported the epistemic emotions they experienced during reading of that text. Participants then composed an argumentative essay about genetically modified foods, which were coded for critical thinking. Results from path analysis revealed that a belief in complex knowledge predicted less surprise and confusion, but more enjoyment. For the source of knowledge, a belief in the active construction of knowledge predicted less surprise and enjoyment. For justification for knowing, a belief that knowledge should be critically evaluated positively predicted curiosity, and negatively predicted confusion and boredom. Moreover, beliefs that knowledge about genetically modified foods is complex and uncertain positively predicted critical thinking. Confusion and anxiety also positively predicted critical thinking, whereas frustration negatively predicted critical thinking. Lastly, confusion mediated relations between epistemic beliefs and critical thinking. Results suggest complex relations between epistemic cognition, epistemic emotions, and critical thinking that have implications for educational practice as well as for future research on epistemic cognition and epistemic emotions.

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Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Cited by 11 publications

References 209 publications

The Relationship Between Preservice Teachers' Critical Thinking and Epistemological Beliefs

The Relationship Between Preservice Teachers' Critical Thinking and Epistemological Beliefs

Exploring Managers' Skills Affecting Dynamic-Innovative Capabilities and Performance in New Normal Era

Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues

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