Students and school characteristics related to elementary school students' views of the nature of science

Hacieminoglu E., Ertepinar H., YILMAZ TÜZÜN Ö., ÇAKIR H.

EDUCATION 3-13, cilt.43, sa.6, ss.698-719, 2015 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 43 Sayı: 6
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1080/03004279.2013.865655
  • Dergi Adı: EDUCATION 3-13
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.698-719
  • Anahtar Kelimeler: nature of science, student-level factors, school-level factors, elementary students, hierarchical linear modelling, EPISTEMOLOGICAL BELIEFS, TEACHERS CONCEPTIONS, SOCIOECONOMIC-STATUS, TEACHING NATURE, GRADERS VIEWS, ACHIEVEMENT, MOTIVATION, INSTRUCTION, EXPLORATION, KNOWLEDGE
  • Gazi Üniversitesi Adresli: Evet

Özet

The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, selfefficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.