Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status

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Date

2009-11-01

Author

Topçu, Mustafa Sami
Yılmaz Tüzün, Özgül

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There were two focuses in this study. The first one was to investigate the relationship among science achievement, metacognition, and epistemological beliefs for both 4th and 5th grade and 6th through 8th grade students. The second focus was to explore the relationships among gender, socioeconomic status (SES), metacognition, and epistemological beliefs. Altogether 941 elementary students participated in this study. For 4th and 5th grade students, knowledge of cognition, regulation of cognition, and quick learning contributed to science achievement. For 6th through 8th grade students, knowledge of cognition, regulation of cognition, innate ability, and quick learning contributed to science achievement. For both group of students, while metacognition was related both to gender and SES, epistemological beliefs were mostly related to gender.

Subject Keywords

Science achievement, Epistemological beliefs, Metacognition, SES, Gender

URI

https://hdl.handle.net/11511/77580
http://ilkogretim-online.org.tr/index.php/io/article/viewFile/1926/1762

Journal

e-İlköğretim Online (elektronik)

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. S. Topçu and Ö. Yılmaz Tüzün, “Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status,” e-İlköğretim Online (elektronik), pp. 676–693, 2009, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/77580.