Journal Name:
- International Journal on New Trends in Education and Their Implications
Author Name | University of Author | Faculty of Author |
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Abstract (2. Language):
Considering the importance of epistemological beliefs in students’ learning process and how students reach
knowledge; this study explored contributions of metacognitive awareness level to students’ scientific
epistemological beliefs. Discipline Focused Epistemological Beliefs Questionnaire and Metacognitive
Awareness Inventory were administrated to 250 eight graders. Correlation analysis indicated that both
knowledge of cognition and regulation of cognition dimensions of Metacognition related with
certainty/simplicity of knowledge, source of knowledge, attainability of truth dimensions of epistemological
beliefs. Multiple Regression Correlation analysis, however, revealed that the model that includes regulation of
cognition reached statistical significance and explained 11% of the variation in certainty/simplicity of
knowledge; (F= 14.772, p < .05) and 7% of variation in attainability of truth (F= 8.396, p < .05). The positive
beta values indicated that students controlling all aspect of their learning tended to see scientific knowledge
as more certain, simple as well as more attainable.
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