Adaptation of an epistemological belief instrument towards chemistry and chemistry lessons

Date

2011-02-07

Author

Yildiran, Demet
Demirci, Nilgun
Tuysuz, Mustafa
Bektas, Oktay
Geban, Ömer

Metadata

Show full item record

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

Item Usage Stats

149
views

0
downloads

The purpose of this study was adapting an instrument into Turkish which is developed by a research group in California University for identifying pre-service science teachers’ epistemological beliefs toward chemistry. The adapted instrument is a likert type instrument with five scales, includes 18 items and it was applied to 100 pre-service sicence teachers to determine their epistemological beliefs in 2009-2010 spring semester. The reliability of the instrument was found as .59. It was concluded that this adapted instrument can be used to determine teachers’ and students’ epistemological beliefs toward chemistry.

Subject Keywords

epistemological beliefs, pre-service teachers, chemistry education, adaptation, Epistemology

URI

https://hdl.handle.net/11511/47401

DOI

https://doi.org/10.1016/j.sbspro.2011.04.362

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Modelling between epistemological beliefs and constructivist learning environment Cetin-Dindar, Ayla; KIRBULUT, ZÜBEYDE DEMET; Boz, Yezdan (2014-11-01) The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed b...
Exploring representation of nature of science aspects in science textbooks Yamak, Yeliz; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2009) The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, “Reproduction, Development and Growth in Living Beings”and “Systems in Our Body” units, in the 7th grade science textbook, “Systems in Our Body” and “Human and Environment” units, in the 8th grade science textbook,...
Exploring representation of nature of science aspects in 9th grade chemistry textbooks Esmer, Feyza; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program’s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of boo...
The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science Telli, Sibel; den Brok, Perry; Çakıroğlu, Jale (Informa UK Limited, 2010-01-01) The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total o...
Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources Burakgazi, Sevinc Gelmez; Yıldırım, Ali; Feinstein, Noah Weeth (Springer Science and Business Media LLC, 2016-04-01) Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers...

Citation Formats

D. Yildiran, N. Demirci, M. Tuysuz, O. Bektas, and Ö. Geban, “Adaptation of an epistemological belief instrument towards chemistry and chemistry lessons,” 2011, vol. 15, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47401.