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Üniversite Öğrencilerinin Çevrimiçi Epistemolojik İnançlarının Değerlendirilmesi

Year 2022, Volume: 32 Issue: 3, 967 - 978, 21.09.2022

Eralp Bahçivan Muhsin Kılıç Nuh Yavuzalp

https://doi.org/10.18069/firatsbed.1079653
Cited By: 1

Abstract

Bu araştırmanın amacı, üniversite öğrencilerinin çevrimiçi öğrenme ortamlarına yönelik epistemolojik inançlarını tespit etmede kullanılacak alan odaklı (domain spesific) bir ölçek geliştirmektir. Geliştirilen ölçekte epistemolojik inançlar Hofer ve Pintrich’in (1997) revize ettiği haliyle hem inanç sistemi perspektifini hem de gelişimsel perspektifleri yansıtacak şekilde çok boyutlu olarak tasarlanmıştır. Covid-19 pandemi döneminde uzaktan öğretim yoluyla ders alan 1058 gönüllü öğrenci araştırmaya katılarak ölçek maddelerini yanıtlamıştır. Bu bağlamda açımlayıcı faktör analizi sonucunda 15 maddeden oluşan ölçeğin faktör yapısı Nature of Knowing ve Nature of Knowledge olmak üzere 2 boyutlu olarak ortaya çıkmıştır. Ölçekteki maddelerin faktör yükü dağılımlarının .40 ile .74 arasında değiştiği görülmüştür. Ölçeğin güvenirliği için hesaplanan Cronbach alfa iç tutarlık katsayısı .80 olarak bulunmuştur. Ayrıca bu iki faktörlü yapının toplam varyansın 39.44% ‘ünü açıkladığı görülmüştür. Ölçeğin hem doğu hem de batı kültürünün kesiştiği; kültürel çeşitliliği zengin; konumu gereği Asya ve Avrupa kıtaları arasında köprü görevi gören bir coğrafyada geliştirilmiş olmasının ölçeğe kültürler arası bir yapı kazandıracağı düşünülmektedir. Sonuç olarak, 15 maddeden oluşan 2 boyutlu “Online-Specific Epistemological Beliefs” ölçeği ile yapılacak çıkarım ve yorumların geçerli ve güvenilir olacağı düşünülmektedir.

Keywords

Epistemolojik inançlar ölçeği İnternet-odaklı epistemolojik inançlar Çevrimiçi öğrenme Yükseköğretim

References

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  • Bahcivan, E. (2016). Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central? Educational Studies, 42(2), 221-238.
  • Bahcivan, E. ve Cobern, W. W. (2016). Investigating coherence among Turkish elementary science teachers’ teaching belief systems, pedagogical content knowledge and practice. Australian Journal of Teacher Education, 41(10), 62-86.
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  • Bilecik, A., & Bahcivan, E. (2017). Investigating relationships among scientific epistemological beliefs, environmental knowledge and environmental attitudes: A structural equation modeling in the context of pre-service science teachers. Karaelmas Journal of Educational Sciences, 5, 157-168.
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ASSESSMENT OF UNIVERSITY STUDENTS’ ONLINE SPECIFIC EPISTEMOLOGICAL BELIEFS

Year 2022, Volume: 32 Issue: 3, 967 - 978, 21.09.2022

Eralp Bahçivan Muhsin Kılıç Nuh Yavuzalp

https://doi.org/10.18069/firatsbed.1079653
Cited By: 1

Abstract

The purpose of this study is to develop a domain-specific scale that would be used to determine epistemological beliefs of university students towards online learning media. In the developed scale epistemological beliefs are designed as multidimensional to reflect both belief system perspective and developmental perspectives as revised by Hofer and Pintrich (1997). 1058 volunteer students that attended remote classes during the Covid-19 pandemic participated in the study and answered scale items. In this scope as a result of exploratory factor analysis, factor structure of the 15-item scale came forward as 2-dimensional, namely Nature of Knowing and Nature of Knowledge dimensions. It was noted that load distribution factor of scale items varied between 0.40 and 0.74. Cronbach Alfa coefficient calculated for scale reliability was found to be 0.80 for each dimension. Also, it was established that this two-factor structure explained 39.44% of total variance. It is considered that the sample of the study has a rich cultural diversity and acts as a bridge between the Asian and European continents adding an intercultural structure to the scale. Thus, it is believed that deductions and comments made with the 2-dimensional, 15-item “Online-Specific Epistemological Beliefs” scale would be valid and reliable.

Keywords

Epistemological beliefs scale Internet-specific epistemological beliefs Online learning Higher education

References

  • Akkoyunlu, B., & Yilmaz, M. (2005). Prospective teachers’ information literacy level, internet usage frequencies and purposes of their internet usage. Eurasian Journal of Educational Research (EJER), 19, 1-14.
  • Askar, P. & Mazman, S. G. (2013). Adaptation of online information searching strategy inventory into Turkish. Education and Science, 38(168), 167-182.
  • Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Kapucu, S. ve Bahcivan, E. (2015). High school students’ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: A structural equation model. Research in Science & Technological Education, 33(2), 252-267.
  • Bahcivan, E. (2016). Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central? Educational Studies, 42(2), 221-238.
  • Bahcivan, E. ve Cobern, W. W. (2016). Investigating coherence among Turkish elementary science teachers’ teaching belief systems, pedagogical content knowledge and practice. Australian Journal of Teacher Education, 41(10), 62-86.
  • Bahcivan, E. (2017). Epistemological research in educational sciences: critical investigation of past, present and future perspectives. Mersin University Journal of The Faculty of Education, 13(2), 760-772. doi: 10.17860/mersinefd.301121
  • Bilecik, A., & Bahcivan, E. (2017). Investigating relationships among scientific epistemological beliefs, environmental knowledge and environmental attitudes: A structural equation modeling in the context of pre-service science teachers. Karaelmas Journal of Educational Sciences, 5, 157-168.
  • Güneş, E., & Bahcivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Ay, K. (2016). Çevrimiçi bilgi arama stratejileri ve bazı eğitimsel değişkenlerle ilişkilerinin incelenmesi [Investigation of online information search strategies and their relationships with several educational variables]. (Master's dissertation). Hacettepe University Graduate School of Educational Sciences, Ankara, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 435195.
  • Aydin, A. F. (2020). Disinformation in social media in post-truth period: The Covid-19 (new coronavirus) pandem process. Asya Studies-Academic Social Studies, 4(12), 76-90.
  • Basbay, M. (2013). Analysing the relationship of critical thinking and metacognition with epistemological beliefs through structural equation modeling. Education and Science, 38(169), 250-262.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. R, Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self voice and mind. New York: Basic Books.
  • Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information Problem Solving by Experts and Novices - Analysis of a Complex Cognitive Skill. Computers in Human Behavior, 21(3), 487−508.
  • Bråten, I. (2008). Personal Epistemology, Understanding of Multiple Texts, and Learning within Internet Technologies. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (351–376). NY: Springer.
  • Bråten, I., & Strømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22(6), 1027–1042.
  • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33(2), 141-171.
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395, 912–920
  • Buehl, M. M. (2008). Assessing the multidimensionality of students’ epistemic beliefs across diverse cultures. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (65–112). NY: Springer.
  • Buehl, M. M. & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28-42.
  • 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.
  • Chiu, Y. L., Liang, J. C. & Tsai, C. C. (2013). Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching. Metacognition and Learning, 8(3), 235-260.
  • 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.
  • Debowski, S. (2001). Wrong way: Go back! An exploration of novice search behaviours while conducting an information search. The Electronic Library, 19, 371-382.
  • Deryakulu, D. (2004a), Epistemolojik İnançlar [Epistemological Beliefs]. In Y. Kuzgun and D. Deryakulu (Ed.), Eğitimde Bireysel Farklılıklar [Individual Differences in Education], s. 259-289, Ankara: Nobel Yayınları.
  • Deryakulu, D. (2004b). The relationships between university students' learning and study strategies and their epistemological beliefs. Educational Administration: Theory and Practice, 38, 230 - 249.
  • Eren, A. (2006). Üniversite öğrencilerinin genel ve alan-odaklı epistemolojik inançlarının incelenmesi [Examining the general and domain-specific epistemological beliefs of undergraduates]. (Doctoral dissertation). Abant Izzet Baysal University Graduate School of Social Sciences, Bolu, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 211317
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gecgel, H., Kana, F., Ozturk, N. E., & Akkas, İ. (2020). Investigation of the relationship between pre-service teachers' reading motivations and social media-specific epistemological beliefs. Journal of Language Education and Research, 6(2), 478-507.
  • Heidari, E., Mehrvarz, M., Marzooghi, R., & Stoyanov, S. (2021). The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic. Journal of Computer Assisted Learning, 37, 1154-1166.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
  • Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(1), 43–55.
  • Hofer, B. K. (2006). Domain specificity of personal epistemology: resolved questions, persistent issues, new models. International Journal of Educational Research, 45, 85-95.
  • 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.
  • Kammerer, Y., Bråten, I., Gerjets, P. & Strømsø, H. I. (2013). The role of internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29(3), 1193-1203.
  • King, P. M, & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kitchener, K. S., & King, P. A. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89–116.
  • Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
  • Kurbanoğlu, S. (2002). WWW Bilgi kaynaklarının değerlendirilmesi. Hacettepe University Journal of Faculty of Letters, 19(1), 11-25.
  • Lee, S.W.Y., & Tsai, C.C. (2011). Students’ perception of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905–914
  • Lodewyk, K. R. (2007). Relations among epistemological beliefs, academic achievement, and task performance in secondary school students. Educational psychology, 27(3), 307-327.
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Details

Primary Language English
Journal Section Issue
Authors

Eralp Bahçivan 0000-0001-5621-3302

Muhsin Kılıç 0000-0002-5355-1821

Nuh Yavuzalp 0000-0001-9275-275X

Publication Date September 21, 2022
Submission Date February 26, 2022
Published in Issue Year 2022 Volume: 32 Issue: 3

Cite

APA Bahçivan, E., Kılıç, M., & Yavuzalp, N. (2022). ASSESSMENT OF UNIVERSITY STUDENTS’ ONLINE SPECIFIC EPISTEMOLOGICAL BELIEFS. Fırat Üniversitesi Sosyal Bilimler Dergisi, 32(3), 967-978. https://doi.org/10.18069/firatsbed.1079653

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