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The Effects of Cooperative Learning Model on Students' Epistemological Beliefs in Civics Lesson/İşbirlikli Öğrenme Modelinin Vatandaşlık Dersi Öğrencilerinin Epistomolojik İnançları Üzerindeki Etkileri

Year 2013, Volume: 4 Issue: 1, 29 - 46, 28.03.2013

Assist.prof.dr.ufuk Şimşek

Abstract

The purpose of this study was to investigate the effects of cooperative learning model and teacher centred metod on students' epistemological beliefs in civics lesson. This research included 193 second-graduate students from four classes of a civics lesson taught by the researcher in a faculty of education in a university in the 2011-2012 academic years. For this research, four treatment classes were selected. Treatment classes were selected as the Group Investigation Group (GIG) (n=48), the Reading-Writing-Presenting Group (RWPG) (n=49) and the Jigsaw Group (JG) (n=48) used in application cooperative learning model and Teacher Centred Group (TCG) (n=48), in which the teacher centred learning method was applied.The data was collected through Epistemological Beliefs Questionaire (EBQ). At the end of the study was not observed differences in terms of development and changes of epistemological beliefs of the students in the treatment groups. However, when we look effect size the results obtained of treatment groups, methods RWP and JG observed positive impact on students' epistemological beliefs than others.

Keywords: Cooperative learning; Epistemological beliefs, Higher education, Civics lesson


Genişletilmiş Özet


Problem: Günümüzde hemen hemen tüm ülkelerin eğitim programları yapılandırmacı yaklaşımı yansıtmaktadır. Literatüre bakıldığında epistemolojik inançlar ile öğrenme yaklaşımları arasında yapısal ilişkiler olduğu görülmektedir. Bu çalışmada öğrencilerin epistemolojik inançlarına Jigsaw, Grup Araştırması ve Okuma-Yazma-Sunma gibi işbirlikli öğrenme modelleri ve öğretmen merkezli (geleneksel) metodun etkileri incelenmiştir.

Yöntem: Bu araştırma, karşılaştırmalı grup modellerinden eşit olmayan gruplar ön test-son test deney ve kontrol gruplu yarı deneysel araştırma (quasi-experimental designs) modelindedir. Çalışmanın örneklemini, 2011-2012 akademik yılında vatandaşlık bilgisi dersini alan üç farklı sınıftan toplam 193 öğrenciden oluşmaktadır. Sınıflardan biri Grup Araştırması Grubu (GAG, n=48), ikincisi Okuma-Yazma-Sunma Grubu (OYSG, n=49), üçüncüsü Jigsaw Grubu (JG, n=48 ve dördüncüsü ise Öğretmen Merkezli Grup (ÖMG, n=48) şeklinde belirlenmiştir. Çalışmada, Schommer tarafından geliştirilen ve Deryakulu ve Büyüköztürk tarafından yeniden yapılandırılan Epistemolojik inanç ölçeği kullanılmıştır. Araştırma grupları arasındaki farklılıkları belirleyebilmek için tanımlayıcı istatistikler ve tek yönlü varyans analizi (ANOVA) yapılmıştır.

Bulgular: Elde edilen veriler, uygulama grupları arasında epistemolojik inanç ölçeği ön ve son test puanları bakımından istatistiki olarak anlamlı farklılıklar olmadığını göstermektedir (Ön-EİÖ; 3,187=2.025, p>.05; Son-EİÖ F3,191= 1.934, p>.05 ). Bunun nedenleri olarak çalışmanın kısa bir zamanda yapılması ve yükseköğretim öğrencilerinin epistemolojik tutumlarının keskinleşmesi söylenebilir.

Sonuç ve Öneriler: Araştırmadan elde edilen sonuçlar, işbirlikli öğrenme modelinin uygulanmasında kullanılan grup araştırması, jigsaw ve okuma-yazma-sunma metotlarının düz anlatım yöntemi ile ders yapan öğrencilerin epistemolojik inançlarında anlamlı bir fark olmadığını ortaya koymuştur. Sonuçların böyle olmasının nedeni öğrencilerin epistemolojik inançlarının uzun yıllar boyunca şekillenmiş olması gösterilebilir. Yapılan araştırmalar uzun süreli çalışmalarda öğrencilerin inançların değişiklikler olduğunu ortaya koymaktadır (King and Kitchener 1994; Schommer 1993; Schommer, Calvert, Gariglietti, and Bajaj 1997; Kuhn and Weinstock, 2002). Örneğin, bilginin kesin ve değişmez olduğuna ya doğru ya da yanlış olduğuna inanan birey zamanla bilginin karmaşık, göreceli, değişebilir olduğuna inanabilir. Öğrenci merkezli aktif metotlar eğitimin tüm seviyelerinde uygulanırsa, bireylerin epistemolojik inançlarının değişebileceği söylenebilir. Bu alandaki çalışmalar yapılandırmacı sınıfların geleneksel şekilde yapılandırılmış sınıflara göre daha sofistike epistemolojik tutumlar geliştirebileceğini ortaya koymaktadır. (Smith, Maclin, Houghton and Hennessey 2000).

Anahtar Kelimeler: İşbirlikli öğrenme, Epistemolojik inançlar, Yükseköğretim, Vatandaşlık dersi,

Keywords

Cooperative learning; Epistemological beliefs Higher education Civics lesson

References

  • Azizoğlu, N. ve Çetin, G. (2009). 6 ve 7. Sınıf Öğrencilerinin Öğrenme Stilleri, Fen Dersine Yönelik Tutumları ve Motivasyonları Arasındaki İlişki. Kastamonu Eğitim Dergisi, 17 (1):171-182.
  • Bendixen, L.D., Dunkle, M.E., and Schraw, G. (1994). Epistemological beliefs and reflective judgment. Psychological Reports, 75 (3): 1595-1600.
  • Benson, G.D. (1989). Epistemology and science curriculum. Journal of Curriculum Studies, 21(4): 329- 344.
  • Carey, S., Evans, R., Honda, M., Jay, E., and Unger, C. (1989). "An experiment is when you try it and see if it works": A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education 11 (5): 514-529.
  • Chan, K. W., and Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20 (8): 817-831.
  • Clements, D. H., and Battista, M. T. (1990). Constructivist learning and teaching. Arithmetic Teacher, 38 (1): 34-35.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum.
  • Conley, M., Pintrich, R., Vekiri I., and Harrison, D. (2004). Changes in epistemological beliefs in elementary science students, Contemporary Educational Psychology, 29: 186-204.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik Ve Güvenirlik Çalışması. Eğitim Araştırmaları, 2 (8): 111-125.
  • Doymus, K. (2008). Teaching chemical equilibrium with the jigsaw technique. Research in Science Education, 26 (1): 47-57.
  • Doymus, K., Karacop, A. and Simsek, U. (2010). Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemist. Education Technology Research and Developmemt, 58 (6): 671-691.
  • Entwistle, N., Skinner, D., Entwistle, D., and Orr, S. (2000). Conceptions and beliefs about ‘good teaching’: an integration of contrasting research areas. Higher Education Research and Development, 19 (1): 5-26.
  • Erdem, E., and Demirel, Ö. (2002). Program Geliştirmede Yapılandırmacılık Yaklaşımı, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (23): 81-87.
  • Etchberger. M.L., and Shaw, K.L. (1992). Teacher change as a progression of transitional image: A chronology of a developing constructivist teacher. School Science and Mathematics, 92 (8): 411- 417.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1) :47- 65.
  • Flores, B. B. (2001). Bilingual education teachers’ beliefs about their relation to self-reported practices. Bilingual Research Journal, 25 (3): 275-299.
  • Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79 (49): 393-413.
  • Handelsman, J., Miller, S. and Pfund, C. (2007). Scientific Teaching. New York: W.H. Freeman.
  • Hashweh, M. Z. (1985). An exploratory study of teacher knowledge and teaching: The effects of science teachers’ knowledge of subject-matter and their conceptions of learning on their teaching. Unpublished PhD dissertation, Stanford University, California.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemologicalbeliefs in teaching. Journal of Research in ScienceTeaching, 33 (1): 47-63.
  • Hofer, B. K., and Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1): 88–140.
  • Hofer, B.K. (2001). Personal epistemology research: Implications for learning and instruction. Educational Psychology Review, 13 (4): 353-382.
  • Howard, B.C., McGee, S., Schwartz, N., and Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education (32) 4: 455- 462.
  • Jehng, J. J., Johnson, S. D., and Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18 (1): 23-35.
  • Kardash, C. A. M., and Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88 (2): 260-271.
  • Kardash, C. M., and Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates’ cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92 (3): 524-535.
  • Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
  • Kember, D. (1997). A reconceptualisation of the research into University academics’ conceptions of teaching. Learning and Instruction, 7 (3): 255-275.
  • King, P. M., and Kitchener, K. S. (1994). Developing reflective judgment: Understanding andpromoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey- Bass.
  • Koc, Y., Doymus, K., Karacop, A., and Simsek, Ü. (2010). The Effects of Two Cooperative Learning Strategies on the Teaching and Learning of the Topics of Chemical Kinetics, Journal of Turkısh Science Education, 7 (2): 53-64.
  • Kuhn, D., and Weinstock, M. (2002). What matters in epistemological thinking and why does itmatter? In B. K. Hofer and P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Erlbaum.
  • Larochelle, M., and Desautels, J. (1991). "Of course it's just obvious": Adolescents' ideas of scientific knowledge, International Journal of Science Education, 13 (4): 373-389.
  • Leech, N. L., Barrett, K.C. and Morgan, G.A. (2005). SPSS for Intermediate Statistics: Use and Interpretation. (Second Edition). NJ: Lawrence Erlbaum Associates, Inc.
  • McMillan, J. H. and Schumacher, S. (2006). Research in education: evidence-based inquiry. (Sixth Edition). Boston, MA: Allyn and Bacon.
  • Mattingly, R.M., and VanSickle, R.L. (1991). Cooperative learning and achievement in social studies: Jigsaw II. Journal of Social Psychology, 128 (1): 345-352.
  • Murdoch, K. and Wilson, J. (2008). Creating a Learner-centred Primary Classroom Learner-centred strategic teaching, Taylor and Francis e-Library
  • Oh, P. S. and Shin, M. K. (2005). Students’ reflections on implementation of group investigation in Korean secondary science classrooms. International Journal of Science and Mathematics Education, 3 (2): 327-349.
  • Otting, H., Zwaal, W., Tempelaar, D., and Gijselaers, W. (2010): The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning, Studies in Higher Education, 35 (7): 741-760.
  • Pajares, M. F. (1992). Teacher beliefs and educational research: cleaning up a messy construct. Review of Educational research, 62 (3): 307-332.
  • Prawat, R. S. (1992). Teachers beliefs about teaching and learning: a constructivist perspective. American Journal of Education, 100 (3): 354-395.
  • Preszler R. W., Dawe A., Shuster C. B., and Shuster, M. (2007). Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sciences Education.(6):29-41.
  • Pronzato, C,D., (2012). Comparing Quasi-Experimental Designs and Structural Models for Policy Evaluation: The Case of a Reform of Lone Parental Welfare, Discussion Paper No. 6803, Statistics Norway, Dondena, ISER and IZA
  • Qian, G., and Alvermann, D, E. (1995). The role of epistemological beliefs and learned helplessness in secondary school students' learning science from text. Journal of Educational Psychology, 87 (2): 282-292.
  • Qian, G., and Alvermann, D, E. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading Writing Quarterly. 16 (1): 59-74.
  • Richardson, V. (2005). Constructivist Teacher Education: Building New Understandings Taylor and Francis e-Library.
  • Rodríguez, L., and Cano, F. (2006) The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31 (5): 617–636.
  • Samuelowicz, K., and Bain, J. D. (1992). Conceptions of teaching and learning held by academics. Higher Education, 24 (1): 93-111.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3): 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85 (3): 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6 (4): 293-319.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge and learning in school, work, and everyday life. In M. C. Smith and T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (27-143). Hillsdale: Erlbaum.1998.
  • Schommer, M., Calvert, C., Gariglietti, G., and Bajaj, A. (1997). The development of epistemologicalbeliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89 (1): 37-40.
  • Schommer, M., Crouse, A., and Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so. Journal of Educational Psychology, 84 (4): 435-443.
  • Smith, C. L., Maclin, D., Houghton, C., and Hennessey, M. G. (2000). Sixth-grade students’epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction,18 (3): 349-422.
  • Trigwell, K., Prosser, M., and Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37 (1): 57-70.
  • Uygur, E. (2009). İlköğretim 7. Sınıf fen ve teknoloji dersi kuvvet ve Hareket ünitesinin öğretiminde işbirlikli öğrenme Yönteminin öğrenci başarısına, tutuma ve bilgi Kalıcılığına etkisi. Yayınlanmamış yüksek lisans tezi, Gazi üniversitesi Eğitim Bilimleri Enstitüsü, Ankara: Türkiye.

Year 2013, Volume: 4 Issue: 1, 29 - 46, 28.03.2013

Assist.prof.dr.ufuk Şimşek

Abstract

References

  • Azizoğlu, N. ve Çetin, G. (2009). 6 ve 7. Sınıf Öğrencilerinin Öğrenme Stilleri, Fen Dersine Yönelik Tutumları ve Motivasyonları Arasındaki İlişki. Kastamonu Eğitim Dergisi, 17 (1):171-182.
  • Bendixen, L.D., Dunkle, M.E., and Schraw, G. (1994). Epistemological beliefs and reflective judgment. Psychological Reports, 75 (3): 1595-1600.
  • Benson, G.D. (1989). Epistemology and science curriculum. Journal of Curriculum Studies, 21(4): 329- 344.
  • Carey, S., Evans, R., Honda, M., Jay, E., and Unger, C. (1989). "An experiment is when you try it and see if it works": A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education 11 (5): 514-529.
  • Chan, K. W., and Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20 (8): 817-831.
  • Clements, D. H., and Battista, M. T. (1990). Constructivist learning and teaching. Arithmetic Teacher, 38 (1): 34-35.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum.
  • Conley, M., Pintrich, R., Vekiri I., and Harrison, D. (2004). Changes in epistemological beliefs in elementary science students, Contemporary Educational Psychology, 29: 186-204.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik Ve Güvenirlik Çalışması. Eğitim Araştırmaları, 2 (8): 111-125.
  • Doymus, K. (2008). Teaching chemical equilibrium with the jigsaw technique. Research in Science Education, 26 (1): 47-57.
  • Doymus, K., Karacop, A. and Simsek, U. (2010). Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemist. Education Technology Research and Developmemt, 58 (6): 671-691.
  • Entwistle, N., Skinner, D., Entwistle, D., and Orr, S. (2000). Conceptions and beliefs about ‘good teaching’: an integration of contrasting research areas. Higher Education Research and Development, 19 (1): 5-26.
  • Erdem, E., and Demirel, Ö. (2002). Program Geliştirmede Yapılandırmacılık Yaklaşımı, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (23): 81-87.
  • Etchberger. M.L., and Shaw, K.L. (1992). Teacher change as a progression of transitional image: A chronology of a developing constructivist teacher. School Science and Mathematics, 92 (8): 411- 417.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1) :47- 65.
  • Flores, B. B. (2001). Bilingual education teachers’ beliefs about their relation to self-reported practices. Bilingual Research Journal, 25 (3): 275-299.
  • Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79 (49): 393-413.
  • Handelsman, J., Miller, S. and Pfund, C. (2007). Scientific Teaching. New York: W.H. Freeman.
  • Hashweh, M. Z. (1985). An exploratory study of teacher knowledge and teaching: The effects of science teachers’ knowledge of subject-matter and their conceptions of learning on their teaching. Unpublished PhD dissertation, Stanford University, California.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemologicalbeliefs in teaching. Journal of Research in ScienceTeaching, 33 (1): 47-63.
  • Hofer, B. K., and Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1): 88–140.
  • Hofer, B.K. (2001). Personal epistemology research: Implications for learning and instruction. Educational Psychology Review, 13 (4): 353-382.
  • Howard, B.C., McGee, S., Schwartz, N., and Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education (32) 4: 455- 462.
  • Jehng, J. J., Johnson, S. D., and Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18 (1): 23-35.
  • Kardash, C. A. M., and Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88 (2): 260-271.
  • Kardash, C. M., and Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates’ cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92 (3): 524-535.
  • Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
  • Kember, D. (1997). A reconceptualisation of the research into University academics’ conceptions of teaching. Learning and Instruction, 7 (3): 255-275.
  • King, P. M., and Kitchener, K. S. (1994). Developing reflective judgment: Understanding andpromoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey- Bass.
  • Koc, Y., Doymus, K., Karacop, A., and Simsek, Ü. (2010). The Effects of Two Cooperative Learning Strategies on the Teaching and Learning of the Topics of Chemical Kinetics, Journal of Turkısh Science Education, 7 (2): 53-64.
  • Kuhn, D., and Weinstock, M. (2002). What matters in epistemological thinking and why does itmatter? In B. K. Hofer and P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Erlbaum.
  • Larochelle, M., and Desautels, J. (1991). "Of course it's just obvious": Adolescents' ideas of scientific knowledge, International Journal of Science Education, 13 (4): 373-389.
  • Leech, N. L., Barrett, K.C. and Morgan, G.A. (2005). SPSS for Intermediate Statistics: Use and Interpretation. (Second Edition). NJ: Lawrence Erlbaum Associates, Inc.
  • McMillan, J. H. and Schumacher, S. (2006). Research in education: evidence-based inquiry. (Sixth Edition). Boston, MA: Allyn and Bacon.
  • Mattingly, R.M., and VanSickle, R.L. (1991). Cooperative learning and achievement in social studies: Jigsaw II. Journal of Social Psychology, 128 (1): 345-352.
  • Murdoch, K. and Wilson, J. (2008). Creating a Learner-centred Primary Classroom Learner-centred strategic teaching, Taylor and Francis e-Library
  • Oh, P. S. and Shin, M. K. (2005). Students’ reflections on implementation of group investigation in Korean secondary science classrooms. International Journal of Science and Mathematics Education, 3 (2): 327-349.
  • Otting, H., Zwaal, W., Tempelaar, D., and Gijselaers, W. (2010): The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning, Studies in Higher Education, 35 (7): 741-760.
  • Pajares, M. F. (1992). Teacher beliefs and educational research: cleaning up a messy construct. Review of Educational research, 62 (3): 307-332.
  • Prawat, R. S. (1992). Teachers beliefs about teaching and learning: a constructivist perspective. American Journal of Education, 100 (3): 354-395.
  • Preszler R. W., Dawe A., Shuster C. B., and Shuster, M. (2007). Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sciences Education.(6):29-41.
  • Pronzato, C,D., (2012). Comparing Quasi-Experimental Designs and Structural Models for Policy Evaluation: The Case of a Reform of Lone Parental Welfare, Discussion Paper No. 6803, Statistics Norway, Dondena, ISER and IZA
  • Qian, G., and Alvermann, D, E. (1995). The role of epistemological beliefs and learned helplessness in secondary school students' learning science from text. Journal of Educational Psychology, 87 (2): 282-292.
  • Qian, G., and Alvermann, D, E. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading Writing Quarterly. 16 (1): 59-74.
  • Richardson, V. (2005). Constructivist Teacher Education: Building New Understandings Taylor and Francis e-Library.
  • Rodríguez, L., and Cano, F. (2006) The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31 (5): 617–636.
  • Samuelowicz, K., and Bain, J. D. (1992). Conceptions of teaching and learning held by academics. Higher Education, 24 (1): 93-111.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3): 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85 (3): 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6 (4): 293-319.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge and learning in school, work, and everyday life. In M. C. Smith and T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (27-143). Hillsdale: Erlbaum.1998.
  • Schommer, M., Calvert, C., Gariglietti, G., and Bajaj, A. (1997). The development of epistemologicalbeliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89 (1): 37-40.
  • Schommer, M., Crouse, A., and Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so. Journal of Educational Psychology, 84 (4): 435-443.
  • Smith, C. L., Maclin, D., Houghton, C., and Hennessey, M. G. (2000). Sixth-grade students’epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction,18 (3): 349-422.
  • Trigwell, K., Prosser, M., and Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37 (1): 57-70.
  • Uygur, E. (2009). İlköğretim 7. Sınıf fen ve teknoloji dersi kuvvet ve Hareket ünitesinin öğretiminde işbirlikli öğrenme Yönteminin öğrenci başarısına, tutuma ve bilgi Kalıcılığına etkisi. Yayınlanmamış yüksek lisans tezi, Gazi üniversitesi Eğitim Bilimleri Enstitüsü, Ankara: Türkiye.
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Primary Language en;tr
Journal Section Educational Sciences and Sciences of Field Education
Authors

Assist.prof.dr.ufuk Şimşek

Publication Date March 28, 2013
Published in Issue Year 2013Volume: 4 Issue: 1

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APA Şimşek, A. (2013). The Effects of Cooperative Learning Model on Students’ Epistemological Beliefs in Civics Lesson/İşbirlikli Öğrenme Modelinin Vatandaşlık Dersi Öğrencilerinin Epistomolojik İnançları Üzerindeki Etkileri. E-Uluslararası Eğitim Araştırmaları Dergisi, 4(1), 29-46. https://doi.org/10.19160/ijer.105371
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