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Lise Öğrencilerinin Konu Odaklı Epistemolojik İnançlarının Kuvvet Ve Hareket Konusunda Kavramsal Anlamaya Yönelik Etkisinin İncelenmesi: Bir Yapısal Eşitlik Çalışması

Exploring High School Students’ Topic Specific Epistemologies And Their Impacts On Conceptual Understanding In The Topic Of Force And Motion: A Structural Equation Study

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Abstract (2. Language): 
The purpose of this study is to examine the structural relations between Turkish high school students’ ‘force and motion’ specific epistemologies and their conceptual understanding of this topic. An instrument measuring connotative aspects of epistemological beliefs by adjectives have been adapted and distributed together with Force Concept Inventory. 284 students have participated. Exploratory factor analysis has revealed that the instrument has four dimensions in topic specific epistemologies: certainty, simplicity, source and justification. Structural equation modeling analysis has showed that sophistication in certainty and justification dimensions have positively related to conceptual understanding whereas sophistication in source dimension has negatively related. Additionally, simplistic beliefs have not significantly related to students’ conceptual understanding of ‘force and motion’.
Abstract (Original Language): 
Bu çalışmanın amacı lise öğrencilerinin ‘kuvvet ve hareket’ odaklı epistemolojik inançları ile bu konunun kavramsal olarak anlaşılabilmesi arasındaki yapısal ilişkilerin ortaya çıkarılmasıdır. Epistemolojik inançları sıfatlar yarıdımı ile çağrımsal açıdan ölçen bir ölçüm aracı dilimize uyarlanarak kuvvet konuları kavram testi ile birlikte 284 lise öğrencisine dağıtılmıştır. Açıklayıcı faktör analizi sonuçlarına göre ilgili konuya yönelik alan odaklı epistemolojik inançlar bilginin kesinliği, basitliği, kaynağı ve gerekçelendirilmesi olmak üzere dört farklı boyuta sahiptir. Yapısal eşitlik modellemesi sonuçlarına göre bilginin kesinliği ve gerekçelendirilmesi boyutlarında üst düzey inançlara sahip olma kavramsal anlama ile pozitif olarak ilişkilendirilebilirken bilginin kaynağı boyutunda negatif bir ilişkilendirme gözlemlenmiştir. Bununla birlikte bilginin basitliği boyutundaki inançlar öğrencilerin ‘kuvvet ve hareket’ konusunu kavramsal olarak anlamasına herhangi bir etkide bulunmamıştır.
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