Session Information
09 SES 08 B, Assessing Students´ Motivations, Beliefs and Aspirations
Paper Session
Contribution
The research studies on students’ epistemological beliefs have increased in education literature in recent years (Hofer, 2000; Yilmaz-Tuzun & Topcu, 2010). Epistemological beliefs were defined as belief about knowledge and knowing (Hofer & Pintrich, 1997). Students’ beliefs were found to be related to their conceptual change and knowledge construction (Tsai, 2000). On the other hand, research studies indicated the complexity of students’ epistemological beliefs as they move through schooling period. In other words, grade level or maturation has an influence on students’ epistemological beliefs (Conley, Pintrich, Vekiri & Harrison, 2004; Schommer & Walker, 1997).
There were many studies conducted about the effect of grade level, age, gender, instructional strategies etc. on students’ epistemological beliefs (Bath & Smith, 2009; Conley et. al, 2004; Gurol, Altunbas, & Karaaslan, 2010). Considering the fact that students’ learning and achievement were affected by epistemological beliefs (Schommer, 1990; Hofer & Pintrich, 1997; Cano, 2005), it is important to obtain students’ epistemological beliefs. The purpose of the current study is to investigate 4th, 6th, and 8th, 9th, and 11th grade students’ epistemological beliefs and how these beliefs change with the grade level. Research questions in the current study are as follows:
- Is there a significant mean difference between students’ epistemological beliefs with different grade levels?
Method
Expected Outcomes
References
Bath, D. M., & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173-189. Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203–221. Conley, A.M., Pintrich, P.R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. Gurol, A., Altunbas, S., & Karaaslan, N. (2010). Öğretmen Adaylarının Öz Yeterlik İnançları ve Epistemolojik İnançları Üzerine Bir Çalışma. e-Journal of New World Sciences Academy, Education Sciences, 5,(3), 1395-1404. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140. Ozkan, S. (2008). Modeling elementary students’ science achievement: the Interrelationships among epistemological beliefs, Learning approaches, and Self-regulated learning strategies. Unpublished doctoral dissertation, Middle East Technical University, Ankara,Turkey. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention. Research in Higher Education, 38(2), 173-186. Tsai, C. C. (2000). The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22(10), 1099-1115. Yilmaz-Tuzun, O., & Topcu, M. S. (2010). Investigating the Relationships Among Elementary School Students’ Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment. Journal of Science Teacher Education, 21, 255-273.
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