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Türkiye'deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları

Year 2011, Volume: 10 Issue: 3, 1191 - 1201, 26.06.2011

Abstract

Bu çalışmanın amacı 4, 6 ve 8. sınıf ilköğretim öğrencilerinin epistemolojik inançlarını belirleme ve bu
inançların sınıf düzeyine ve cinsiyete göre nasıl değiştiğinin araştırılmasıdır. Çalışmanın örneklemini 427
ilköğretim öğrencisi oluşturmaktadır. Veri toplamak için Epistemolojik İnançlar Anketi kullanılmıştır. Sınıf
düzeyinin ve cinsiyetin epistemolojik inançlara etkisini değerlendirmek için iki yönlü çok değişkenli varyans
analizi yapılmıştır. Öğrencilerin epistemolojik inançlarına sınıf düzeyinin etkisi hakkında önceki araştırma
bulgularından farklı olarak öğrencilerin sınıf düzeyleri arttıkça bilginin oluşumu ve gerekçelendirilmesi
konusuna ait inançlarının daha az gelişmiş olduğu bulunmuştur. Ayrıca kız öğrencilerinin bilginin kaynağı,
değişmezliği ve gerekçelendirilmesi hakkındaki inançlarının erkek öğrencilere göre daha gelişmiş olduğu tespit
edilmiştir.

References

  • Aydin, S. & Cakiroglu, J. (2010). İlköğretim fen ve teknoloji dersi öğretim programına ilişkin öğretmen görüşleri: Ankara örneği. İlköğretim Online, 9(1), 301-315.
  • Ayvaci, H. S. & Er Nas, S. (2009).Fen ve Teknoloji Dersi Konularının Okulda ve Dershanede İşlenişiyle İlgili Durumların Belirlenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 113-124.
  • 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.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N .R., and Tarule, J. M. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing Epistemological Beliefs in Pre-service Teacher Education Students. Teaching in Higher Education, 6(2), 247-268.
  • Buehl, M. (2003). At the Crossroads of Epistemology and Motivation: Modeling the Relations between Students' Domain-Specific Epistemological Beliefs, Achievement Motivation, and Task Performance. Unpublished doctoral dissertation. Maryland University, America.
  • Buehl, M. M., & Alexander, P.A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385 - 418.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449.
  • 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
  • Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.
  • Chan, K., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students' epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Clareabout, G., & Elen, J. (2001). The ParlEuNet-project: Problems with the validation of socio-constructivist design principles in ecological settings. Computers in Human Behavior, 17, 453-464.
  • 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.
  • Deryakulu, D. & Buyukozturk, S. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 236-252.
  • Dunkle, M. F., Schraw, G, J., & Bendixen, L. (1993, April). The relationship between epistemological beliefs, causal attributions, and reflective judgment. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
  • 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.
  • Guven, S. (2008). Sınıf öğretmenlerinin yeni ilköğretim ders programlarının uygulanmasına ilişkin görüşleri. Milli Eğitim, 177, 224-236.
  • 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.
  • Kaynar, D., Tekkaya, C., & Cakiroglu, J. (2009). Effectiveness of 5E Learning Cycle Instruction on Students’ Achievement in Cell Concept and Scientific Epistemological Beliefs. Hacettepe University Journal of Education, 37, 96-105.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing Epistemological Beliefs: The Unexpected Impact of A Short-Term Intervention. British Journal of Educational Psychology , 78, 545–565.
  • King, P. M. & Kitchener, K. S. (1994). The development of Reflective Judgment in adolescence and adulthood. Jossey Bass: San Francisco.
  • King, P. M., Kitchener, K. S., & Wood, P. K. (1994), Research on the reflective judgment model. In K. S. Kitchener & P. M. King, Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (pp. 124-202). San Francisco: Jossey-Bass.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the Relations Among Students’ Epistemological Beliefs, Motivation, Learning Approach, and Achievement. The Journal of Educational Research, 102(4), 243-255
  • Kurt, F. (2009). Investigating Students’ Epistemological Beliefs Through Gender, Grade Level, and Fields of the Study. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Lodewyk, K. R. (2007). Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students. Educational Psychology. 27(3), 307–327.
  • MEB (2004). Fen ve teknoloji dersi programı, İlköğretim 4–5. sınıf. Ankara.
  • MEB (2005). İlköğretim 1. 2. ve 3. Sınıflar Hayat Bilgisi Dersi Öğretim Programı ve Kılavuzu, Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • Oguz, A. (2008), Investigation of Turkish trainee teachers’ epistemological beliefs, Social Behavior and Personality, 36(5), 709-720.
  • 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.
  • Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme (Contract No. SAE-8973). Cambridge, MA: Harvard University, Bureau of Study Counsel. (ERIC Document Reproduction Service No. ED 024 315)
  • Phan, H. P. (2008). Multiple regression analysis of epistemological beliefs, learning approaches and self- regulated learning, Electronic Journal of Research in Educational Psychology, 6(1), 157-184
  • Roth, W. M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
  • Sarier, Y. (2010). Ortaöğretime giriş sınavları (OKS-SBS) ve PISA sonuçları ışığında eğitimde fırsat eşitliğinin değerlendirilmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi,11(3), 107-129.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-560.
  • Schommer-Aikins, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37- 40.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-443.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention. Research in Higher Education, 38(2), 173-186.
  • Schraw, G., Horn, C., Thorndike-Christ, T., & Brunning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359-368.
  • Serin, G. (2010). İlköğretim 7. sınıf öğrencilerin fene karşı meraklarının incelenmesi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13), 237-252.
  • Sert, N. (2008). İlköğretim Programlarında Oluşturmacılık. Eğitimde Kuram ve Uygulama, 4(2), 291-316.
  • Stathopoulou, C. & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32,255–281.
  • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
  • Qian, G., & Alvermann, D. (2000). Relationship Between Epistemological Beliefs and Conceptual Change Learning. Reading Writing Quarterly, 16(1), 59-74.
  • Terzi,A. R.(2005) Üniversite Öğrencilerinin Bilimsel Epistemolojik İnançları Üzerine Bir Araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 7(2), 298-311.
  • Tsai, C. C. (1999). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21(11), 1201-1222.
  • 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.
  • Topcu, M. S. & Yilmaz-Tuzun, O. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status. Elementary Education Online, 8(3), 676-693.
  • Yilmaz-Tuzun, O., & Topcu, M. S. (2008). Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self-efficacy Beliefs. International Journal of Science Education, 30(1), 65-85.
  • 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.

4th, 6th, and 8th Grade Turkish Elementary Students’ Epistemological Beliefs

Year 2011, Volume: 10 Issue: 3, 1191 - 1201, 26.06.2011

Abstract

The purposes of the study were to investigate 4th, 6th, and 8th grade elementary students’
epistemological beliefs and how these beliefs change with grade level and gender. The sample of the research
included 427 elementary students. Epistemological belief questionnaire (EBQ) was used to collect data. To
evaluate the effect of both year and gender on students’ epistemological beliefs, two-way MANOVA was
conducted. Results showed that different from the previous research findings about the effect of grade level on
students’ epistemological beliefs, in this study found those students’ beliefs became less sophisticated with
respect to development and justification of knowledge as they progress through elementary education program.
Moreover, female students were found to have sophisticated beliefs about justification, and source/certainty of
knowledge.

References

  • Aydin, S. & Cakiroglu, J. (2010). İlköğretim fen ve teknoloji dersi öğretim programına ilişkin öğretmen görüşleri: Ankara örneği. İlköğretim Online, 9(1), 301-315.
  • Ayvaci, H. S. & Er Nas, S. (2009).Fen ve Teknoloji Dersi Konularının Okulda ve Dershanede İşlenişiyle İlgili Durumların Belirlenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 113-124.
  • 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.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N .R., and Tarule, J. M. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing Epistemological Beliefs in Pre-service Teacher Education Students. Teaching in Higher Education, 6(2), 247-268.
  • Buehl, M. (2003). At the Crossroads of Epistemology and Motivation: Modeling the Relations between Students' Domain-Specific Epistemological Beliefs, Achievement Motivation, and Task Performance. Unpublished doctoral dissertation. Maryland University, America.
  • Buehl, M. M., & Alexander, P.A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385 - 418.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449.
  • 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
  • Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.
  • Chan, K., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students' epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Clareabout, G., & Elen, J. (2001). The ParlEuNet-project: Problems with the validation of socio-constructivist design principles in ecological settings. Computers in Human Behavior, 17, 453-464.
  • 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.
  • Deryakulu, D. & Buyukozturk, S. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 236-252.
  • Dunkle, M. F., Schraw, G, J., & Bendixen, L. (1993, April). The relationship between epistemological beliefs, causal attributions, and reflective judgment. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
  • 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.
  • Guven, S. (2008). Sınıf öğretmenlerinin yeni ilköğretim ders programlarının uygulanmasına ilişkin görüşleri. Milli Eğitim, 177, 224-236.
  • 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.
  • Kaynar, D., Tekkaya, C., & Cakiroglu, J. (2009). Effectiveness of 5E Learning Cycle Instruction on Students’ Achievement in Cell Concept and Scientific Epistemological Beliefs. Hacettepe University Journal of Education, 37, 96-105.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing Epistemological Beliefs: The Unexpected Impact of A Short-Term Intervention. British Journal of Educational Psychology , 78, 545–565.
  • King, P. M. & Kitchener, K. S. (1994). The development of Reflective Judgment in adolescence and adulthood. Jossey Bass: San Francisco.
  • King, P. M., Kitchener, K. S., & Wood, P. K. (1994), Research on the reflective judgment model. In K. S. Kitchener & P. M. King, Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (pp. 124-202). San Francisco: Jossey-Bass.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the Relations Among Students’ Epistemological Beliefs, Motivation, Learning Approach, and Achievement. The Journal of Educational Research, 102(4), 243-255
  • Kurt, F. (2009). Investigating Students’ Epistemological Beliefs Through Gender, Grade Level, and Fields of the Study. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Lodewyk, K. R. (2007). Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students. Educational Psychology. 27(3), 307–327.
  • MEB (2004). Fen ve teknoloji dersi programı, İlköğretim 4–5. sınıf. Ankara.
  • MEB (2005). İlköğretim 1. 2. ve 3. Sınıflar Hayat Bilgisi Dersi Öğretim Programı ve Kılavuzu, Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • Oguz, A. (2008), Investigation of Turkish trainee teachers’ epistemological beliefs, Social Behavior and Personality, 36(5), 709-720.
  • 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.
  • Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme (Contract No. SAE-8973). Cambridge, MA: Harvard University, Bureau of Study Counsel. (ERIC Document Reproduction Service No. ED 024 315)
  • Phan, H. P. (2008). Multiple regression analysis of epistemological beliefs, learning approaches and self- regulated learning, Electronic Journal of Research in Educational Psychology, 6(1), 157-184
  • Roth, W. M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
  • Sarier, Y. (2010). Ortaöğretime giriş sınavları (OKS-SBS) ve PISA sonuçları ışığında eğitimde fırsat eşitliğinin değerlendirilmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi,11(3), 107-129.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-560.
  • Schommer-Aikins, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37- 40.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-443.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention. Research in Higher Education, 38(2), 173-186.
  • Schraw, G., Horn, C., Thorndike-Christ, T., & Brunning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359-368.
  • Serin, G. (2010). İlköğretim 7. sınıf öğrencilerin fene karşı meraklarının incelenmesi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13), 237-252.
  • Sert, N. (2008). İlköğretim Programlarında Oluşturmacılık. Eğitimde Kuram ve Uygulama, 4(2), 291-316.
  • Stathopoulou, C. & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32,255–281.
  • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
  • Qian, G., & Alvermann, D. (2000). Relationship Between Epistemological Beliefs and Conceptual Change Learning. Reading Writing Quarterly, 16(1), 59-74.
  • Terzi,A. R.(2005) Üniversite Öğrencilerinin Bilimsel Epistemolojik İnançları Üzerine Bir Araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 7(2), 298-311.
  • Tsai, C. C. (1999). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21(11), 1201-1222.
  • 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.
  • Topcu, M. S. & Yilmaz-Tuzun, O. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status. Elementary Education Online, 8(3), 676-693.
  • Yilmaz-Tuzun, O., & Topcu, M. S. (2008). Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self-efficacy Beliefs. International Journal of Science Education, 30(1), 65-85.
  • 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.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Yezdan Boz

Murat Aydemir This is me

Nurdane Aydemir This is me

Publication Date June 26, 2011
Published in Issue Year 2011 Volume: 10 Issue: 3

Cite

APA Boz, Y., Aydemir, M., & Aydemir, N. (2011). Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları. İlköğretim Online, 10(3), 1191-1201.
AMA Boz Y, Aydemir M, Aydemir N. Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları. EEO. September 2011;10(3):1191-1201.
Chicago Boz, Yezdan, Murat Aydemir, and Nurdane Aydemir. “Türkiye’deki 4, 6 Ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları”. İlköğretim Online 10, no. 3 (September 2011): 1191-1201.
EndNote Boz Y, Aydemir M, Aydemir N (September 1, 2011) Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları. İlköğretim Online 10 3 1191–1201.
IEEE Y. Boz, M. Aydemir, and N. Aydemir, “Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları”, EEO, vol. 10, no. 3, pp. 1191–1201, 2011.
ISNAD Boz, Yezdan et al. “Türkiye’deki 4, 6 Ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları”. İlköğretim Online 10/3 (September 2011), 1191-1201.
JAMA Boz Y, Aydemir M, Aydemir N. Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları. EEO. 2011;10:1191–1201.
MLA Boz, Yezdan et al. “Türkiye’deki 4, 6 Ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları”. İlköğretim Online, vol. 10, no. 3, 2011, pp. 1191-0.
Vancouver Boz Y, Aydemir M, Aydemir N. Türkiye’deki 4, 6 ve 8. Sınıf İlköğretim Öğrencilerinin Epistemolojik İnançları. EEO. 2011;10(3):1191-20.