Students' general and physics epistemological beliefs: a twofold phenomenon

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dc.contributor.authorOgan-Bekiroglu, Feral
dc.contributor.authorSengul-Turgut, Gulsen
dc.date.accessioned2025-03-23T19:35:20Z
dc.date.available2025-03-23T19:35:20Z
dc.date.issued2011
dc.departmentSinop Üniversitesi
dc.description.abstractBackground: Although research on epistemological beliefs has expanded over the past two decades, there are still some issues that need to be explored, such as whether epistemological beliefs are domain general or domain specific. Purpose: One of the purposes of this research was to determine if high school students' general epistemological beliefs were different from their epistemological beliefs in the domain of physics. Sample: The research was conducted with 15 grade nine students studying in an urban all-boys school. Their average age was 16. Their previous school experiences were traditional oriented. Design and methods: A case study design with qualitative methods was used for the research. Two questionnaires were developed and used in semi-structured interview protocols two times, within an interval of one semester. The students' epistemological beliefs were categorized as low, medium, high, and very high for each dimension. Conclusions: The following conclusions can be drawn from the study. First, high school students do not have sophisticated general epistemological beliefs in a traditional environment. Second, similarly, high school students' epistemological beliefs in the domain of physics are not sophisticated in a traditional environment. Third, both students' general and physics epistemological beliefs can change and improve to higher levels. However, since beliefs are multidimensional, changes or improvements in one dimension of beliefs do not have to occur in other dimensions. Fourth, the levels of students' beliefs about nature of knowledge in general increase easier than the levels of their beliefs about nature of knowledge in physics. Finally, students' general epistemological beliefs are correlated with their epistemological beliefs in the domain of physics in all dimensions in traditional-oriented approach. However, the correlation decreases in time and it is not possible to mention a domain generality of beliefs when students have constructivist teaching and learning experiences.
dc.identifier.doi10.1080/02635143.2011.594790
dc.identifier.endpage314
dc.identifier.issn0263-5143
dc.identifier.issn1470-1138
dc.identifier.issue3
dc.identifier.scopus2-s2.0-80052566367
dc.identifier.scopusqualityQ1
dc.identifier.startpage291
dc.identifier.urihttps://doi.org/10.1080/02635143.2011.594790
dc.identifier.urihttps://hdl.handle.net/11486/5845
dc.identifier.volume29
dc.identifier.wosWOS:000308136400005
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofResearch in Science & Technological Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectgeneral epistemological beliefs
dc.subjectphysics epistemological beliefs
dc.subjectdomain specificity
dc.subjecthigh school students
dc.titleStudents' general and physics epistemological beliefs: a twofold phenomenon
dc.typeArticle

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