A modeling study : the interrelationships among elementary students’ epistemological beliefs, learning enviroment perceptions, learning approaches and science achievement

Download
2010
Uysal, Emel
This study is aimed to explore the relationships among elementary students’ epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students’ perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) students’ epistemological beliefs of science would directly influence their learning approaches and science achievement, c) students’ learning approaches would directly influence their science achievement. A total of 2702 students from 139 public elementary schools from İstanbul, Ankara, İzmir, Diyarbakır, Van, Antalya, Afyon, Eskişehir, and Samsun were administered three instruments to assess their epistemological beliefs of science, perceptions of learning environments, and learning approaches. Students’ previous year final report card grades were used as the indicator of their science achievement. Confirmatory factor analyses were conducted to determine the structure of students’ epistemological beliefs of science, perceptions of learning environments, and learning approaches. Although multidimensionality of epistemological beliefs of science was supported, a different factor structure was obtained for Turkish elementary school students compared to the theoretically proposed structure for the instrument. The results of the structural equation modeling generally supported the proposed hypotheses. The final model obtained in the study revealed that students’ perceptions of the classroom environments directly predicted students’ epistemological beliefs and learning approaches. Students’ epistemological beliefs predicted their learning approaches and science achievement, and students’ learning approaches influenced their science achievement.

Suggestions

Effect of case based learning on 10th grade students’ understanding of gas concepts, their attitude and motivation
Yalçınkaya, Eylem; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2010)
The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students’ misconceptions related to gas concepts. Moreover, the effect of this method on students’ attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the st...
A structural equation modeling study : factors affecting science achievement based on OBBS-2002 across grade levels and school types
Kalender, İlker; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2004)
In this study, factors that affect students' science achievement were modeled based on the data which was obtained from Study for Determination of Student Achievement ا 2002 (Ogrenci Basarisinin Belirlenmesi Calismasi ا OBBS). First, using principle components analysis tecnique, dimensions of the student questionnaires and science achievement tests were found out. Using these dimensions for student questionnaires, latent variables socioeconomic status, student-centered activities, teacher-centered activitie...
A case study on transdisciplinary approach of integrated curriculum perspectives of early childhood teachers
Özer, Özden; Erden, Feyza; Department of Early Childhood Education (2010)
The purpose of this study is to examine teachers’ beliefs and perspectives about an applied transdisciplinary approach of integrated early childhood curriculum. While developing an integrated curriculum for early childhood education, one of the challenges for educators is delivering the themes into different disciplines. For this reason, researchers have developed different models to integrate disciplines in different ways. Transdisciplinary approach is one of the models developed for integrated curriculum....
The roles of affective, socioeconomic status and school factors on mathematics achievement: a structural equation modeling study
Mert Kalender, Özge; Bulut, Safure; Department of Secondary Science and Mathematics Education (2010)
The purpose of the present study was to investigate the effects of socioeconomic status, school factors (classroom climate, classroom activities) and affective variables (motivation, self-efficacy, mathematics anxiety, beliefs about the nature of mathematics and teaching of mathematics, students’ perceptions of their teachers and parents’ attitudes toward them) on mathematics achievement with 9th grade students in Ankara. For this purpose, structural equation modeling techniques were used. In the study, the...
Impact of 5e learning cycle on sixth grade students' mathematics achievement on and attitudes toward mathematics
Pulat, Selma; Bulut, Safure; Department of Educational Sciences (2009)
The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students’ mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher fiv...
Citation Formats
E. Uysal, “A modeling study : the interrelationships among elementary students’ epistemological beliefs, learning enviroment perceptions, learning approaches and science achievement,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.