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

Mustafa Sami TOPÇU, (Yüzüncü Yıl Üniversitesi, Van, Türkiye)
ÖZGÜL YILMAZ TÜZÜN (Orta Doğu Teknik Üniversitesi, Ankara, Türkiye)
İlköğretim Online (elektronik)
4 1
Yıl: 2009 Cilt: 8 Sayı: 3 Sayfa Aralığı: 676 - 693 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

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

Öz:
Bu çalışmanın iki ana amacı vardır. Birincisi, 4. ve 5. sınıf ve 6, 7 ve 8. sınıf öğrencilerinin fen başarısı, biliş ötesi bilgi-düzenlemeleri ve epistemolojik inançları arasındaki ilişkiyi belirlemektir. İkincisi ise cinsiyet ve sosyoekonomik statü (SES) ile biliş ötesi bilgi-düzenlemeleri ve epistemolojik inançlar arasındaki ilişkileri incelemektir. 4 ve 5. sınıflar için yapılan çoklu regresyon analizinde, biliş ötesinin her iki boyutu ve öğrenmenin anında ve çabucak gerçekleşmesini temsil eden epistemolojik inanç boyutu anlamlı bir şekilde öğrencilerin fen başarısını açıklamıştır. 6, 7 ve 8. sınıflar içinse yine biliş ötesinin her iki boyutu ve epistemolojik inançların bilginin doğuştan kazanıldığı ve öğrenmenin anında ve çabucak olduğu boyutları anlamlı bir şekilde öğrencilerin akademik fen başarısını açıklamıştır. Bunun yanı sıra tüm öğrenci grupları için biliş ötesinin her iki boyutu cinsiyetle ve sosyoekonomik statü ile ilişkili iken epistemolojik inançlar daha çok cinsiyetle ilişkili bulunmuştur.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

İlköğretim öğrencilerinin biliş ötesi ve epistemolojik inançlarıyla fen başarıları, cinsiyetleri ve sosyoekonomik durumları

Öz:
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.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Topcu M, YILMAZ TÜZÜN Ö (2009). Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. , 676 - 693.
Chicago Topcu Mustafa Sami,YILMAZ TÜZÜN ÖZGÜL Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. (2009): 676 - 693.
MLA Topcu Mustafa Sami,YILMAZ TÜZÜN ÖZGÜL Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. , 2009, ss.676 - 693.
AMA Topcu M,YILMAZ TÜZÜN Ö Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. . 2009; 676 - 693.
Vancouver Topcu M,YILMAZ TÜZÜN Ö Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. . 2009; 676 - 693.
IEEE Topcu M,YILMAZ TÜZÜN Ö "Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status." , ss.676 - 693, 2009.
ISNAD Topcu, Mustafa Sami - YILMAZ TÜZÜN, ÖZGÜL. "Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status". (2009), 676-693.
APA Topcu M, YILMAZ TÜZÜN Ö (2009). Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. İlköğretim Online (elektronik), 8(3), 676 - 693.
Chicago Topcu Mustafa Sami,YILMAZ TÜZÜN ÖZGÜL Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. İlköğretim Online (elektronik) 8, no.3 (2009): 676 - 693.
MLA Topcu Mustafa Sami,YILMAZ TÜZÜN ÖZGÜL Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. İlköğretim Online (elektronik), vol.8, no.3, 2009, ss.676 - 693.
AMA Topcu M,YILMAZ TÜZÜN Ö Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. İlköğretim Online (elektronik). 2009; 8(3): 676 - 693.
Vancouver Topcu M,YILMAZ TÜZÜN Ö Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. İlköğretim Online (elektronik). 2009; 8(3): 676 - 693.
IEEE Topcu M,YILMAZ TÜZÜN Ö "Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status." İlköğretim Online (elektronik), 8, ss.676 - 693, 2009.
ISNAD Topcu, Mustafa Sami - YILMAZ TÜZÜN, ÖZGÜL. "Elementary students' metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status". İlköğretim Online (elektronik) 8/3 (2009), 676-693.
Sayfa Oluşturulma Tarihi
22-04-2024 15:12

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