Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
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
HOW DO EPISTEMOLOGICAL BELIEFS DIFFER BY GENDER AND SOCIO-ECONOMIC STATUS?
Date
2011-01-01
Author
Ozkan, Sule
Öztekin, Ceren
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
249
views
0
downloads
Cite This
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 be similar in their beliefs in the Source/Certainty and Development dimensions. According to the results, students having medium and high SES had more sophisticated beliefs on the Source/Certainty dimensions when compared with low SES group.
Subject Keywords
Gender
,
Epistemological beliefs
,
Socio-economic status
URI
https://hdl.handle.net/11511/55169
Journal
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender
Özkal, Kudret; Öztekin, Ceren; Sungur, Semra; Çakıroğlu, Jale; Çakıroğlu, Erdinç (2010-01-01)
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 are high school students epistemological beliefs related to their goal orientations
Kadıoğlu, Cansel; Uzuntiryaki, Esen; Çapa Aydın, Yeşim (null; 2011-09-09)
Literature reveals that epistemological beliefs and goal orientations affect students’ strategy use and learning in turn. When students set mastery goals they are expected to use more advance strategies such as elaboration and critical thinking and develop conceptual understandi ng . In order to support meaningful learning, the relationship between epistemological beliefs and goal orientations needed to be defined clearly. This study was conducted to examine the relationship between two sets of variables: e...
How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?
Bezci, Filiz; Sungur, Semra (2021-06-01)
This study examined middle school students’ scientific reasoning ability in relation to gender and learning environment perceptions. The data were obtained from 269 (148 girls and 121 boys) students. A two-tier multiple-choice test was used to assess students’ scientific reasoning ability, while a Likert scale-type self-report questionnaire was used to assess students’ learning environment perceptions. Results showed that there was no significant difference between girls and boys regarding their scientific ...
Value domains of Turkish adults and university students
Aygun, ZK; İmamoğlu, Emine Olcay (2002-06-01)
The authors identified the basic dimensions of contemporary values among Turkish university students and adults and explored gender and group (adults vs. students) differences in the importance attributed to particular value types. The authors administered a composite value survey to 10 1 students from different departments of Middle East Technical University and 10 1 adults from different parts of Ankara. Factor analysis yielded 5 value domains: self-enhancement, tradition-religiosity, universalism, benevo...
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...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Ozkan and C. Öztekin, “HOW DO EPISTEMOLOGICAL BELIEFS DIFFER BY GENDER AND SOCIO-ECONOMIC STATUS?,”
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
, pp. 339–348, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55169.