The examination of elementary preservice teachers' reflective diaries and epistemological beliefs in science laboratory

Güven, Gökhan; Sülün, Yusuf; Çam, Aylin

doi:10.1080/13562517.2014.934350

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…In the present study, it was revealed that the science lessons conducted by means of WTL activities had a positive impact on all dimensions of epistemological beliefs. Other studies investigating the impact of writing on epistemological beliefs have also found a positive interaction (Brownlee, Petriwskyj, Thorpe, Stacey & Gibson, 2011;Güven, 2013). 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.…”

Section: Resultsmentioning

confidence: 93%

“…Other studies investigating the impact of writing on epistemological beliefs have also found a positive interaction (Brownlee, Petriwskyj, Thorpe, Stacey & Gibson, 2011;Güven, 2013). 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).…”

Section: Resultsmentioning

confidence: 93%

“…These are also related to reflective journal writing (Brownlee, Petriwskyj, Thorpe, Stacey & Gibson, 2011;Dart, Boulton-Lewis, Brownlee & McCrindle, 1998;Güven, 2013). Reflective journal writing has included student teachers' beliefs about learning and teaching (Dart, Boulton-Lewis, Brownlee & McCrindle, 1998), reflecting their own field experiences (Brownlee, Petriwskyj, Thorpe, Stacey & Gibson, 2011) and laboratory experiences (Güven, 2013). They concluded that reflective journal writing enabled epistemological beliefs to progress in a positive way.…”

Section: Literature Review On Epistemological Beliefsmentioning

confidence: 99%

“…A question for each dimension of the epistemological belief was prepared for the interview (Appendix B). In the preparation of these questions, interview forms (Güven, 2013) and scales (Deryakulu & Büyüköztürk, 2002;Evcim, 2010) that existed in the related literature and similarly aimed to identify students' epistemological beliefs were benefitted from.…”

Section: Data Collectionmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 93%

Section: Literature Review On Epistemological Beliefsmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

See 2 more Smart Citations

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

Atasoy

Küçük

2020

J. Sci. Learn.

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“…These questions cover five aforementioned dimensions of epistemological beliefs: certain knowledge, simple knowledge, quick learning, source of knowledge, and innate ability. Validity and reliability studies for the questions were conducted by Güven et al (2014). On the basis of the pre-service teachers' responses to the questions, the current work classified the respondents as having naïve, moderate, and sophisticated perceptions.…”

Section: Open-ended Questionnaires On Epistemological Beliefsmentioning

confidence: 99%

Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences

Çam

2015

EURASIA J MATH SCI T

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The epistemological beliefs of pre-service teachers influence both their teaching experiences and their students' content understanding. Little research has been devoted to the interaction between teachers' epistemological beliefs and teaching practices (Schraw & Olafson, 2002). To address this gap, this study investigated primary pre-service teachers' epistemological beliefs and their teaching and learning experiences, as well as how these relate to one another. The participants were 22 (13 females, 9 males) volunteer primary pre-service teachers. Data were collected from science learning histories, open-ended questionnaire on epistemological beliefs, classroom observation reports, lesson plans, and reflective diaries. The result showed that epistemological beliefs can be promoted by using teaching methods that focus on such beliefs.

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Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

et al. 2022

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Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.

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The examination of elementary preservice teachers' reflective diaries and epistemological beliefs in science laboratory

Cited by 9 publications

References 22 publications

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

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

Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

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