An Analysis of Science Student Teachers Epistemological Beliefs and Metacognitive Perceptions about the Nature of ScienceReportar como inadecuado




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Educational Sciences: Theory and Practice, v15 n6 p1623-1636 Dec 2015

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the faculty of educational sciences in a state university in western Turkey. The data for the study was collected through the scale of epistemological beliefs, the scale of metacognitive perceptions about the nature of science, and the personal information form. The scale of epistemological beliefs was developed by Schommer and adapted to Turkish by Deryakulu and Büyüköztürk. The scale of metacognitive perceptions about the nature of science was developed by Peters and adapted to Turkish by the author. The correlations between the participants' epistemological beliefs and metacognitive perceptions about the nature of science and the variables of grade level and gender were analyzed using the Mann-Whitney U test, Kruskal-Wallis H test, and multiple regression analysis. The findings of the study showed participants to have positive epistemological beliefs and metacognitive perceptions about the nature of science. The participants' epistemological beliefs and metacognitive perceptions about the nature of science were also found to not be significantly affected by the variables of grade or gender. In addition, epistemological beliefs were found to be a significant predictor of metacognitive perceptions about the nature of science.

Descriptors: Scientific Principles, Beliefs, Student Teachers, Science Instruction, Metacognition, Scientific Attitudes, Perception, Foreign Countries, Epistemology, Elementary School Teachers, Elementary School Science, Science Education, Higher Education, Correlation, Nonparametric Statistics, Statistical Analysis, Multiple Regression Analysis, Science Teachers, Predictor Variables, Factor Analysis

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Autor: Yenice, Nilgün

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2756&id=EJ1101266







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