Research Article
BibTex RIS Cite

Investigating Girl and Boy High School Students’ Epistemological Beliefs in Biology and Physics

Year 2023, Volume: 8 Issue: 2, 22 - 30, 30.12.2023

Abstract

Epistemological beliefs are associated with students' motivation, learning strategies, career choices, and academic achievement. The study aimed at examining the epistemological beliefs of high school students in physics and biology. A total of 503 high school students studying at five schools in the Aegean Region in Turkiye participated in the study. The 5-point Likert-type Epistemological Beliefs Scale and the previous semester’s grade were used as data sources in physics and biology. Repeated ANOVAs were used to address the research questions. ANOVA results showed that the students had higher scores than the biology course against the physics course in the sub-dimension of the source of knowledge, the certainty of knowledge and the justification of knowledge. The results of this study are important in terms of teaching physics and biology lessons and reveal that students’ ideas about scientific knowledge for different course branches are different, and this difference exists in the early years of high school.

References

  • Acar, Ö. (2019). Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey. Journal of Research in Science Teaching, 56(5), 649-675. https://doi.org/10.1002/tea.21517
  • Acar, Ö. (2022). Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. Educational Studies, Advance online publication. https://doi.org/10.1080/03055698.2022.2122702
  • Alpaslan, M, M., Yalvac, B., Loving, C, C., & Willson, V. (2016). Exploring the relationship between high school students’ physics-related personal epistemologies and self-regulated learning in Turkey. International Journal of Mathematics and Science Education, 14(2), 297-317. https://doi.org/10.1007/s10763-015-9685-7
  • Alpaslan, M. M., Yalvac, B. & Loving, C. C. (2017). High school physics students' personal epistemologies and school science practice. Science & Education, 26 (7-9), 841-865. https://doi.org/10.1007/s11191-017-9930-2
  • Alpaslan, M. M. (2019). Examining relations between physics-related personal epistemology and motivation in terms of gender, Journal of Educational Research,112(3), 397-410. https://doi.org/10.1080/00220671.2018.1540966
  • Ata, R. & Alpaslan, M. M. (2019). Turkish adaptation of internet based epistemological beliefs scale and an investigation with pre-service teachers. Mersin University Journal of the Faculty of Education, 15(3), 893-908. https://doi.org/10.17860/mersinefd.516351
  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28–42. https://doi.org/10.1016/j.ijer.2006.08.007
  • CTHE (2015). Number of undergraduate students according to classification of fields of education and training. Retrieved from https://istatistik.yok.gov.tr/yuksekogretimIstatistikleri/2015/2015_T17.pdf
  • Conley, A. M., Pintrich, P. R., Wekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. https://doi.org/10.1016/j.cedpsych.2004.01.004
  • Credé, M., & Kuncel, N. R. (2013). Self-reported grades and GPA. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 49–50). Routledge.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Open University Press.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
  • Guo, J., Hu, X., Marsh, H. W., & Pekrun, R. (2022). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. Journal of Educational Psychology, 114(4), 734–751. https://doi.org/10.1037/edu0000660
  • Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084. https://doi.org/10.1037/edu0000263
  • Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah: Lawrence Erlbaum.
  • Hite, R. (2021). Differences and similarities in scientists’ images among popular USA middle grades science textbooks. European Journal of Mathematics and Science Education, 2(2), 63-83. https://doi.org/10.12973/ejmse.2.2.63
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405. https://doi.org/10.1006/ceps.1999.1026
  • 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(1), 88–140. https://doi.org/10.3102/00346543067001088
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • King P. M., & Kitchener K. S. (1994). Developing reflective judgment. Jossey-Bass
  • Kittleson, J. M. (2011). Epistemological beliefs of third‐grade students in an investigation rich classroom. Science Education, 95(6), 1026-1048. https://doi.org/10.1002/sce.20457
  • Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., ... & Tsai, C. C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105(5), 880-907. https://doi.org/10.1002/sce.21663
  • Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible ‘‘hidden variable’’ in diagnostic pretest scores. American Journal of Physics, 70, 1259-1268. https://doi.org/10.1119/1.1514215
  • Muis, K. R., Bendixen, L. D., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54. https://doi.org/10.1007/s10648-006-9003-6
  • Ozkan, S. & Tekkaya, C (2011). How epistemological beliefs differ by gender and socio-economic status? Hacettepe Universitesi Egitim Fakultesi Dergisi, 41, 339-348. http://www.efdergi.hacettepe.edu.tr/shw_artcl-704.html
  • Perry W. G. (1970). Forms of intellectual and ethical development in the college years. Holt, Rinehart and Winston.
  • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24-30. https://doi.org/10.1063/1.882568
  • Sin, C. (2014). Epistemology, sociology, and learning and teaching in physics. Science Education, 98, 342-365. https://doi.org/10.1002/sce.21100
  • Topçu, M. S. (2013). Preservice teachers’ epistemological beliefs in physics, chemistry, and biology: A mixed study. International Journal of Science and Mathematics Education, 11(2), 433-458. https://doi.org/10.1007/s10763-012-9345-0
  • Trautwein, U. & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: a large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348-366. https://doi.org/10.1016/j.cedpsych.2005.11.003
  • Tsai, C.C. (2006). Biological knowledge is more tentative than physics knowledge: Taiwan high school adolescents’ views about the nature of biology and physics. Adolescence, 41, 691-703. https://pubmed.ncbi.nlm.nih.gov/17240775/
  • Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. S. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(1), 1-17. https://doi.org/10.1186/s40594-022-00329-z
  • Warrington, M., & Younger, M. (2000). The other side of the gender gap. Gender and Education, 12, 493-508. https://doi.org/10.1080/09540250020004126
  • Wu, Y. T., & Tsai, C. C. (2011). High school students’ informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33, 371-400. https://doi.org/10.1080/09500690903505661
  • Yazilitas, D., Svensson, J., Vries, G., & Saharso, S. (2013). Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology. Educational Research and Evaluation: An International Journal on Theory and Practice, 19, 525-545. https://doi.org/10.1080/13803611.2013.803931
Year 2023, Volume: 8 Issue: 2, 22 - 30, 30.12.2023

Abstract

References

  • Acar, Ö. (2019). Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey. Journal of Research in Science Teaching, 56(5), 649-675. https://doi.org/10.1002/tea.21517
  • Acar, Ö. (2022). Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. Educational Studies, Advance online publication. https://doi.org/10.1080/03055698.2022.2122702
  • Alpaslan, M, M., Yalvac, B., Loving, C, C., & Willson, V. (2016). Exploring the relationship between high school students’ physics-related personal epistemologies and self-regulated learning in Turkey. International Journal of Mathematics and Science Education, 14(2), 297-317. https://doi.org/10.1007/s10763-015-9685-7
  • Alpaslan, M. M., Yalvac, B. & Loving, C. C. (2017). High school physics students' personal epistemologies and school science practice. Science & Education, 26 (7-9), 841-865. https://doi.org/10.1007/s11191-017-9930-2
  • Alpaslan, M. M. (2019). Examining relations between physics-related personal epistemology and motivation in terms of gender, Journal of Educational Research,112(3), 397-410. https://doi.org/10.1080/00220671.2018.1540966
  • Ata, R. & Alpaslan, M. M. (2019). Turkish adaptation of internet based epistemological beliefs scale and an investigation with pre-service teachers. Mersin University Journal of the Faculty of Education, 15(3), 893-908. https://doi.org/10.17860/mersinefd.516351
  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28–42. https://doi.org/10.1016/j.ijer.2006.08.007
  • CTHE (2015). Number of undergraduate students according to classification of fields of education and training. Retrieved from https://istatistik.yok.gov.tr/yuksekogretimIstatistikleri/2015/2015_T17.pdf
  • Conley, A. M., Pintrich, P. R., Wekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. https://doi.org/10.1016/j.cedpsych.2004.01.004
  • Credé, M., & Kuncel, N. R. (2013). Self-reported grades and GPA. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 49–50). Routledge.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Open University Press.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
  • Guo, J., Hu, X., Marsh, H. W., & Pekrun, R. (2022). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. Journal of Educational Psychology, 114(4), 734–751. https://doi.org/10.1037/edu0000660
  • Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084. https://doi.org/10.1037/edu0000263
  • Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah: Lawrence Erlbaum.
  • Hite, R. (2021). Differences and similarities in scientists’ images among popular USA middle grades science textbooks. European Journal of Mathematics and Science Education, 2(2), 63-83. https://doi.org/10.12973/ejmse.2.2.63
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405. https://doi.org/10.1006/ceps.1999.1026
  • 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(1), 88–140. https://doi.org/10.3102/00346543067001088
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • King P. M., & Kitchener K. S. (1994). Developing reflective judgment. Jossey-Bass
  • Kittleson, J. M. (2011). Epistemological beliefs of third‐grade students in an investigation rich classroom. Science Education, 95(6), 1026-1048. https://doi.org/10.1002/sce.20457
  • Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., ... & Tsai, C. C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105(5), 880-907. https://doi.org/10.1002/sce.21663
  • Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible ‘‘hidden variable’’ in diagnostic pretest scores. American Journal of Physics, 70, 1259-1268. https://doi.org/10.1119/1.1514215
  • Muis, K. R., Bendixen, L. D., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54. https://doi.org/10.1007/s10648-006-9003-6
  • Ozkan, S. & Tekkaya, C (2011). How epistemological beliefs differ by gender and socio-economic status? Hacettepe Universitesi Egitim Fakultesi Dergisi, 41, 339-348. http://www.efdergi.hacettepe.edu.tr/shw_artcl-704.html
  • Perry W. G. (1970). Forms of intellectual and ethical development in the college years. Holt, Rinehart and Winston.
  • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24-30. https://doi.org/10.1063/1.882568
  • Sin, C. (2014). Epistemology, sociology, and learning and teaching in physics. Science Education, 98, 342-365. https://doi.org/10.1002/sce.21100
  • Topçu, M. S. (2013). Preservice teachers’ epistemological beliefs in physics, chemistry, and biology: A mixed study. International Journal of Science and Mathematics Education, 11(2), 433-458. https://doi.org/10.1007/s10763-012-9345-0
  • Trautwein, U. & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: a large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348-366. https://doi.org/10.1016/j.cedpsych.2005.11.003
  • Tsai, C.C. (2006). Biological knowledge is more tentative than physics knowledge: Taiwan high school adolescents’ views about the nature of biology and physics. Adolescence, 41, 691-703. https://pubmed.ncbi.nlm.nih.gov/17240775/
  • Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. S. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(1), 1-17. https://doi.org/10.1186/s40594-022-00329-z
  • Warrington, M., & Younger, M. (2000). The other side of the gender gap. Gender and Education, 12, 493-508. https://doi.org/10.1080/09540250020004126
  • Wu, Y. T., & Tsai, C. C. (2011). High school students’ informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33, 371-400. https://doi.org/10.1080/09500690903505661
  • Yazilitas, D., Svensson, J., Vries, G., & Saharso, S. (2013). Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology. Educational Research and Evaluation: An International Journal on Theory and Practice, 19, 525-545. https://doi.org/10.1080/13803611.2013.803931
There are 35 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Muhammet Mustafa Alpaslan 0000-0003-4222-7468

Early Pub Date December 26, 2023
Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 8 Issue: 2

Cite

APA Alpaslan, M. M. (2023). Investigating Girl and Boy High School Students’ Epistemological Beliefs in Biology and Physics. Online Science Education Journal, 8(2), 22-30.
12285Online Science Education Journal is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.