Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender

Date

2010-01-01

Author

Özkal, Kudret
Öztekin, Ceren
Sungur, Semra
Çakıroğlu, Jale
Çakıroğlu, Erdinç

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

116
views

0
downloads

This study investigated students' scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance indicated that boys more likely to have tentative beliefs compared to girls.

Subject Keywords

Epistemological beliefs, Socio-economic status, Gender, SCIENCE TEACHERS CONCEPTIONS, KNOWLEDGE, EDUCATION, SCHOOL, VIEWS

URI

https://www.tandfonline.com/doi/full/10.1007/s10972-009-9169-0
https://hdl.handle.net/11511/102368

Journal

JOURNAL OF SCIENCE TEACHER EDUCATION

DOI

https://doi.org/10.1007/s10972-009-9169-0

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Elementary Students' Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender Ozkal, Kudret; Tekkaya, Ceren; Sungur, Semra; Çakıroğlu, Jale; Çakıroğlu, Erdinç (Informa UK Limited, 2011-03-01) This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about...
HOW DO EPISTEMOLOGICAL BELIEFS DIFFER BY GENDER AND SOCIO-ECONOMIC STATUS? Ozkan, Sule; Öztekin, Ceren (2011-01-01) The present study explores the differences in students' epistemological beliefs by gender and socio-economic status (SES). The Epistemological Beliefs Questionnaire (Conley, Pintrich, Vekiri, & Harrison, 2004) was adapted and administered to 1230 seventh grade students. The multivariate analysis of variance (MANOVA) revealed differences in epistemological beliefs among students by gender and SES. While girls had more sophisticated beliefs in justification of knowledge than boys, girls and boys appeared to b...
Elementary Children's Judgments of the Epistemic Status of Sources of Justification Sandoval, William A.; Cam, Aylin (Wiley, 2011-05-01) This study investigated children's judgments of the epistemic status of justifications for causal claims. Twenty-six children (14 boys, 12 girls) between the ages of 8 and 10 were asked to help two story characters choose the "best reason" for believing a claim. The reasons included appeals to an authority, to a plausible causal mechanism, or to data. Authority and plausible mechanism justifications always supported the claim and were paired with data that either covaried in support of the claim or did not ...
Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues Ozturk, Nilay; Yılmaz Tüzün, Özgül (2017-12-01) This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1...
Learner Characteristics and Understanding Nature of Science Is There an Association? Cetinkaya-Aydin, Gamze; Çakıroğlu, Jale (2017-11-01) The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case stu...

Citation Formats

K. Özkal, C. Öztekin, S. Sungur, J. Çakıroğlu, and E. Çakıroğlu, “Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender,” JOURNAL OF SCIENCE TEACHER EDUCATION, vol. 21, no. 7, pp. 873–885, 2010, Accessed: 00, 2023. [Online]. Available: https://www.tandfonline.com/doi/full/10.1007/s10972-009-9169-0.