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Investigating the Relationships Among Elementary School Students' Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

dc.authorid Yilmaz Tuzun, Ozgul/0000-0001-7869-9251
dc.authorscopusid 15053967400
dc.authorscopusid 23037239300
dc.authorwosid Yilmaz Tuzun, Ozgul/Aag-6708-2019
dc.contributor.author Yilmaz-Tuzun, Ozgul
dc.contributor.author Topcu, Mustafa Sami
dc.date.accessioned 2025-05-10T17:18:49Z
dc.date.available 2025-05-10T17:18:49Z
dc.date.issued 2010
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Yilmaz-Tuzun, Ozgul] Middle East Tech Univ, Dept Elementary Educ, Fac Educ, Ankara, Turkey; [Topcu, Mustafa Sami] Yuzuncu Yil Univ, Dept Elementary Educ, Fac Educ, Van, Turkey en_US
dc.description Yilmaz Tuzun, Ozgul/0000-0001-7869-9251 en_US
dc.description.abstract The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students' perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES. Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological beliefs and multi-faceted nature of elementary school students' metacognition was seemed to be supported with this study. It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. en_US
dc.description.woscitationindex Emerging Sources Citation Index
dc.identifier.doi 10.1007/s10972-009-9163-6
dc.identifier.endpage 273 en_US
dc.identifier.issn 1046-560X
dc.identifier.issn 1573-1847
dc.identifier.issue 2 en_US
dc.identifier.scopus 2-s2.0-77952321914
dc.identifier.scopusquality Q1
dc.identifier.startpage 255 en_US
dc.identifier.uri https://doi.org/10.1007/s10972-009-9163-6
dc.identifier.uri https://hdl.handle.net/20.500.14720/9802
dc.identifier.volume 21 en_US
dc.identifier.wos WOS:000415563800009
dc.identifier.wosquality N/A
dc.language.iso en en_US
dc.publisher Routledge Journals, Taylor & Francis Ltd en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Elementary School Students en_US
dc.subject Epistemological Beliefs en_US
dc.subject Metacognition en_US
dc.subject Constructivist Learning Environments en_US
dc.title Investigating the Relationships Among Elementary School Students' Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment en_US
dc.type Article en_US

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