Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Students and school characteristics related to elementary school students' views of the nature of science
Date
2015-01-01
Author
HACIEMİNOĞLU, ESME
Ertepinar, Hamide
Yılmaz Tüzün, Özgül
ÇAKIR, HASAN
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
89
views
0
downloads
Cite This
The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, selfefficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.
Subject Keywords
Nature of science
,
Student-level factors
,
School-level factors
,
Elementary students
,
Hierarchical linear modelling
URI
https://hdl.handle.net/11511/47469
Journal
EDUCATION 3-13
DOI
https://doi.org/10.1080/03004279.2013.865655
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
Student and school characteristics related to elementary students’ nature of science views
Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül; Department of Elementary Education (2010)
The purposes of this study were to explain the development and validation of a new instrument for assessing elementary students’ views of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in Çankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Q...
Development and validation of nature of science instrument for elementary school students
HACIEMİNOĞLU, ESME; Yılmaz Tüzün, Özgül; ERTEPINAR, HAMİDE (2014-05-01)
The purposes of this study were to develop and validate an instrument for assessing elementary students’ nature of science (NOS) views and to explain the elementary school students’ NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit indices confirmed the existence of the hypothesised four dimensions in the structure of the nature of science i...
Examining middle school students' understanding of the nature of science
Çelikdemir, Meliha; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2006)
The aim of this study is to investigate the elementary school students’ understandings of the nature of science (NOS). A total of 1949 students (1026 sixth graders and 923 eighth graders) from six different elementary schools participated in the study. “Nature of Science Questionnaire for Elementary Level (E-NOS)” questionnaire, adapted from Views on Science-Technology-Society (VOSTS) developed by Aikenhead, Fleming and Ryan (1989) and Views on Nature of Science (VNOS-D) constructed by Lederman, Adb-El-Khal...
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...
Ninth grade students understanding of the nature of scientific knowledge
Kılıç, Kerem; Sungur, Semra; Çakıroğlu, Jale; Tekkaya, Ceren (2005-01-01)
The purpose of this study was to investigate the 9th-grade students’ understandings of the nature of scientific knowledge. The study also aimed to investigate the differences in students’ understanding of the nature of scientific knowledge by gender, and school types. A total of 575 ninth grade students from four different school types (General High, Anatolian High, Vocational High and Super Lycee) participated in the study. Data were collected utilizing an adapted version of the Nature of Scientific Knowle...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. HACIEMİNOĞLU, H. Ertepinar, Ö. Yılmaz Tüzün, and H. ÇAKIR, “Students and school characteristics related to elementary school students’ views of the nature of science,”
EDUCATION 3-13
, pp. 698–719, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47469.