Investigation of students’ epistemological beliefs and attitudes towards studying

Araştırmada, Ortaöğretim basamağında öğrenim gören öğrencilerin sahip oldukları epistemolojik inançları ile ders çalışmaya yönelik tutumları incelenmiştir. Araştırmanın örneklem grubunu ortaöğretim kurumlarının 10. 11 ve 12. Sınıflarında öğrenim gören 440 öğrenci oluşturmaktadır. Veri toplama aracı olarak, öğrencilerin epistemolojik inançları ve ders çalışmaya yönelik tutumlarını belirleyebilmek için, likert tipinde hazırlanan Epistemolojik inanç ölçeği ve Ders çalışmaya yönelik tutum ölçeği kullanılmıştır. Söz konusu ölçeklerden elde edilen veriler bazı değişkenler açısından değerlendirilmiş ve aralarında pozitif yönlü anlamlı bir ilişkinin olduğu saptanmıştır. Yapılan analizler sonucunda, ortaöğretim öğrencilerinin cinsiyetleri ve bulundukları sınıf düzeyleri açısından hem epistemolojik inançlar hem de ders çalışmaya yönelik tutumlar arasında anlamlı ilişkiler olduğu belirlenmiş ve öğrencilerin epistemolojik inançları arttıkça, ders çalışmaya yönelik tutumlarının da arttığı saptanmıştır.

Öğrencilerin epistemolojik inançları ile ders çalışmaya yönelik tutumlarının incelenmesi

This study consists of the analysis on the relationship between the epistemological beliefs of secondary level students and their attitudes towards studying. The sampling of the study was formed by 440 students studying at Grade 10, 11 and 12 in secondary schools. The Epistemological Belief Questionnaire and the Attitudes towards Studying Scale, which were developed in Likert-type in order to assess students’ epistemological beliefs and attitudes toward studying, were used as data collection tools. The data obtained from the scales were evaluated according to some variables and significant positive relations were determined. The analysis concluded that there were significant relationship between students’ genders and grade levels in terms of their epistemological beliefs and attitudes towards studying. It was found that as the level of students’ epistemological beliefs increased, their attitudes towards studying also improved

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