Research Article
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Investigation Children’s Epistemological Views

Year 2017, Volume: 14 Issue: 1, 434 - 457, 03.04.2017

Abstract

Abstract: Epistemology can be defined
the branch of philosophy concerned with the theory of knowledge. It can be seen
that large part of previously epistemology studies carried out with students
come from elementary schools, high schools and universities. Therefore,
measuring of preschool children’s epistemological views by help of the applied
epistemological activities set to provide important contributions to the
literature. From this point of view, the purpose of the research is to examine
the preschool children’s epistemological thoughts. Descriptive survey and
quantitative methods are used in this study. Set of Epistemological Activities
(SEA) and the Epistemological Views Scale for Children (EVSC) were used as a
research tools for collecting data. The study was carried out with 141 children
(73 girls and 68 boys) from 3 state preschools. The total EVSC score is 56.58
and their scale interval score of 2.26 showed that they tended towards dogmatic
philosophical thought. On the other side, border of sceptical thoughts in the
scale interval is 2.34 and also children have sceptical thoughts at subscale of
change of the knowledge and reasoning interpreted as children close to
sceptical philosophical thought. 

References

  • Acat, M. B., Tüken, G., ve Karadağ, E. (2010). Bilimsel epistemolojik inançlar ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Türk Fen Eğitim Dergisi, 7(4), 67-89.
  • Akman, B. (2002). Okul öncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
  • Anderson, R. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 5-10.
  • Aristotle (2004). Metaphysics. (Çev. Lawson-Tancred, H.) London: Penquin Books.
  • Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169), 249-262.
  • Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey-Bass.
  • Bochenski, J. M. (2009). Felsefe düşünmenin yolları (1. Baskı). Ankara: BilgeSu
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Burr, J. E., & Hofer, B. K. (2002). Personal epistemology and theory of mind: Deciphering young children's beliefs about knowledge and knowing. New Ideas in Psychology, 20(2-3), 199-224.
  • Clark, C. (1988). Asking the rights questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17, 5-12.
  • Collins, H., & Pinch, T. (1993). The golem: What everyone should know about science? Cambridge: Cambridge University Press.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5, 194-197.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In P. R. Pintrich (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
  • Güneş, G. (2014). Çocukların epistemolojik görüşlerinin ve öğrenme stillerinin Öklidyen geometrisinde modellenmesi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Güneş, G., Oz, C., & Tugrul, B. (2012, June 18-19). The game of kings is in the service of children-chess. Paper presented at the 26th International Council for Children’s Play (ICCP-2012), Tallinn, Estonia.
  • Hofer, B. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13, 353-383.
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
  • Johnson, K. E., Scott, P., & Mervis, C. B. (2004). What are theories for? Concept use throughout the continuum of dinosaur expertise. Journal of Experimental Child Psychology, 87, 171–200.
  • Johnston, P, Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93, 223-233.
  • Joseph, G. E., & Strain, P. S. (2010). Teaching young children interpersonal problem- solving skills. Young Exceptional Children, 13(3), 28-40.
  • Kale, N. (2009). Felsefiyat (1. Baskı). Ankara: Pegem Akademi.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi (25. Baskı). Ankara: Nobel Yayın Dağıtım.
  • King, P., & Kitchener, K. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
  • Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57–68.
  • Mesleki Eğitim ve Öğretimi Güçlendirme Projesi (MEGEP) (2007). Çocuk Gelişimi ve Eğitimi, Bilişsel Gelişim, MEB, Ankara.
  • Perry, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Josey-Bass.
  • Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Assoc. (Eds). The modern American college (pp. 76–116). San Francisco: Jossey-Bass.
  • Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion Press.
  • Piaget, J. (1964). The early growth of logic in the child. London: Routledge and Kegan Paul Ltd.
  • Ravindran, B., Greene, B. A. & DeBacker, T. K. (2005). The role of achievement goals and epistemological beliefs in the prediction of pre-service teacher’s cognitive engagement and application learning. Journal of Educational Research, 98(4), 222-233.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
  • Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13(4), 451-464.
  • Schraw, G., & Sinatra, G. M. (2004). Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology, 29, 95–102.
  • Sönmez, V. (2010). Bilim felsefesi. Ankara: Anı Yayıncılık.
  • Sözer, Ö. (2009). Felsefenin abc’si (4. Baskı). İstanbul: Say Yayınları.
  • Stemmler, R. (2006). The power to educate and inspire. Alcheringa, Special Publication, 1, 307–312.
  • Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayınevi.
  • Topdemir, H. G. (2011). Felsefe (2. Baskı). Ankara: Pegem Akademi.
  • Torrance, E. P. (1972). Can we teach children to think creatively?. The Journal of Creative Behavior, 6, 114–143.
  • Toulmin, S. E. (1990). The uses of argument (10th Ed.). Cambridge: Cambridge University Press.
  • Tuğrul, B., Güneş, G., Tokuç, H., ve Boz, M (2012). Merak öğrenmeyi başlatır. Çağdaş Eğitim Dergisi Akademik, 1(4), 20-31.
  • Weinstock, M. P., Neuman, Y., & Glasser, A. (2006). Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability. Journal of Educational Psychology, 98(2), 327-341.
  • Yang, F. Y., & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4), 325-354.

Çocukların Epistemolojik Görüşlerinin İncelenmesi

Year 2017, Volume: 14 Issue: 1, 434 - 457, 03.04.2017

Abstract

Öz: Felsefenin bilgiyi incelediği alan epistemoloji olarak geçmektedir.
Daha önce yapılan epistemoloji çalışmaları incelendiğinde büyük bir bölümünün
ilköğretim, lise ve üniversite öğrencileri ile yapıldığı görülmektedir. Bu
nedenle okul öncesi çocuklarının epistemolojik görüşlerinin uygulamaya dayalı
etkinlik setleri ile ölçülmesinin, ilgili alan yazıma önemli katkılar
sağlayacağı düşünülmektedir. Buradan hareketle, araştırmanın amacı okul öncesi
dönem çocuklarının epistemolojik görüşlerinin incelenmesidir. Araştırmanın
deseni nicel, yöntemi ise betimsel nitelikli tarama modelidir. Çalışmada veri
toplama araçları olarak Güneş (2014) tarafından geliştirilen Epistemolojik
Etkinlikler Seti (EES) ve Çocuklar İçin Epistemolojik Görüş Ölçeği (ÇİEGÖ)
kullanılmıştır. Çalışma Ankara ilinde bulunan üç devlet anaokulundan, 73 kız ve
68 erkek çocuk olmak üzere toplam 141 çocukla yürütülmüştür. EES sonuçları
genel olarak değerlendirildiğinde, çocukların büyük oranda otoriteye bağlı ve
bilginin değişimine inandıkları tespit edilmiştir. Bununla beraber çocukların
ÇİEGÖ’ den aldıkları toplam puan 56.58 ve ölçek değer aralık puanı ise 2.26 ile
dogmatik felsefi düşünme sınırları içinde oldukları görülmektedir. Buna karşın,
ÇİEGÖ’ deki skeptik felsefi düşünme sınırları için ölçek değer aralığının 2.34
olması ve bilginin değişimi ile akıl yürütme alt boyutlarında skeptik düşünce
eğilimi göstermeleri, çocukların skeptik felsefi düşünceye yakın oldukları
şeklinde yorumlanabilir. 

References

  • Acat, M. B., Tüken, G., ve Karadağ, E. (2010). Bilimsel epistemolojik inançlar ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Türk Fen Eğitim Dergisi, 7(4), 67-89.
  • Akman, B. (2002). Okul öncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
  • Anderson, R. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 5-10.
  • Aristotle (2004). Metaphysics. (Çev. Lawson-Tancred, H.) London: Penquin Books.
  • Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169), 249-262.
  • Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey-Bass.
  • Bochenski, J. M. (2009). Felsefe düşünmenin yolları (1. Baskı). Ankara: BilgeSu
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Burr, J. E., & Hofer, B. K. (2002). Personal epistemology and theory of mind: Deciphering young children's beliefs about knowledge and knowing. New Ideas in Psychology, 20(2-3), 199-224.
  • Clark, C. (1988). Asking the rights questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17, 5-12.
  • Collins, H., & Pinch, T. (1993). The golem: What everyone should know about science? Cambridge: Cambridge University Press.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5, 194-197.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In P. R. Pintrich (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
  • Güneş, G. (2014). Çocukların epistemolojik görüşlerinin ve öğrenme stillerinin Öklidyen geometrisinde modellenmesi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Güneş, G., Oz, C., & Tugrul, B. (2012, June 18-19). The game of kings is in the service of children-chess. Paper presented at the 26th International Council for Children’s Play (ICCP-2012), Tallinn, Estonia.
  • Hofer, B. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13, 353-383.
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
  • Johnson, K. E., Scott, P., & Mervis, C. B. (2004). What are theories for? Concept use throughout the continuum of dinosaur expertise. Journal of Experimental Child Psychology, 87, 171–200.
  • Johnston, P, Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93, 223-233.
  • Joseph, G. E., & Strain, P. S. (2010). Teaching young children interpersonal problem- solving skills. Young Exceptional Children, 13(3), 28-40.
  • Kale, N. (2009). Felsefiyat (1. Baskı). Ankara: Pegem Akademi.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi (25. Baskı). Ankara: Nobel Yayın Dağıtım.
  • King, P., & Kitchener, K. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
  • Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57–68.
  • Mesleki Eğitim ve Öğretimi Güçlendirme Projesi (MEGEP) (2007). Çocuk Gelişimi ve Eğitimi, Bilişsel Gelişim, MEB, Ankara.
  • Perry, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Josey-Bass.
  • Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Assoc. (Eds). The modern American college (pp. 76–116). San Francisco: Jossey-Bass.
  • Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion Press.
  • Piaget, J. (1964). The early growth of logic in the child. London: Routledge and Kegan Paul Ltd.
  • Ravindran, B., Greene, B. A. & DeBacker, T. K. (2005). The role of achievement goals and epistemological beliefs in the prediction of pre-service teacher’s cognitive engagement and application learning. Journal of Educational Research, 98(4), 222-233.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
  • Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13(4), 451-464.
  • Schraw, G., & Sinatra, G. M. (2004). Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology, 29, 95–102.
  • Sönmez, V. (2010). Bilim felsefesi. Ankara: Anı Yayıncılık.
  • Sözer, Ö. (2009). Felsefenin abc’si (4. Baskı). İstanbul: Say Yayınları.
  • Stemmler, R. (2006). The power to educate and inspire. Alcheringa, Special Publication, 1, 307–312.
  • Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayınevi.
  • Topdemir, H. G. (2011). Felsefe (2. Baskı). Ankara: Pegem Akademi.
  • Torrance, E. P. (1972). Can we teach children to think creatively?. The Journal of Creative Behavior, 6, 114–143.
  • Toulmin, S. E. (1990). The uses of argument (10th Ed.). Cambridge: Cambridge University Press.
  • Tuğrul, B., Güneş, G., Tokuç, H., ve Boz, M (2012). Merak öğrenmeyi başlatır. Çağdaş Eğitim Dergisi Akademik, 1(4), 20-31.
  • Weinstock, M. P., Neuman, Y., & Glasser, A. (2006). Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability. Journal of Educational Psychology, 98(2), 327-341.
  • Yang, F. Y., & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4), 325-354.
There are 45 citations in total.

Details

Journal Section Articles
Authors

Gökhan Güneş

Publication Date April 3, 2017
Published in Issue Year 2017 Volume: 14 Issue: 1

Cite

APA Güneş, G. (2017). Çocukların Epistemolojik Görüşlerinin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 434-457.