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Kudret Ozkal Ceren Tekkaya Semra Sungur Jale Cakiroglu Erdinc Cakiroglu 《Journal of Science Teacher Education》2010,21(7):873-885
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender.
Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument.
Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number
of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed
views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study
room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated
with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and
not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship
between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance
indicated that boys more likely to have tentative beliefs compared to girls. 相似文献
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Cevriye Ergül Meral Çilem Ökcün-Akçamuş Gözde Akoğlu Seher Yalçın Burcu Kılıç Tülü Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献
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Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur 《Learning and individual differences》2009,19(1):71-79
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. 相似文献
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Kudret Ozkal Ceren Tekkaya Semra Sungur Jale Cakiroglu Erdinc Cakiroglu 《Journal of Science Teacher Education》2011,22(2):115-127
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender.
Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument.
Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number
of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed
views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study
room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated
with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and
not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship
between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance
indicated that boys more likely to have tentative beliefs compared to girls. 相似文献
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