13 Haziran 2024 Dergi makalesi Açık Erişim

MENŞURE ALKIŞ KÜÇÜKAYDIN; ÇİĞDEM AKKANAT AVŞAR; ELÇİN AYAZ; ELİF SAYICI

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  <identifier identifierType="URL">https://aperta.ulakbim.gov.tr/record/273719</identifier>
  <creators>
    <creator>
      <creatorName>MENŞURE ALKIŞ KÜÇÜKAYDIN</creatorName>
      <affiliation>Necmettin Erbakan Üniversitesi</affiliation>
    </creator>
    <creator>
      <creatorName>ÇİĞDEM AKKANAT AVŞAR</creatorName>
      <affiliation>MİLLİ EĞİTİM MÜDÜRLÜĞÜ</affiliation>
    </creator>
    <creator>
      <creatorName>ELÇİN AYAZ</creatorName>
      <affiliation>DİCLE ÜNİVERSİTESİ</affiliation>
    </creator>
    <creator>
      <creatorName>ELİF SAYICI</creatorName>
      <affiliation>Necmettin Erbakan Üniversitesi</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Predictors Of Science Identity In Primary School: Epistemological Beliefs, Competency Beliefs, And Science Learning Experiences</title>
  </titles>
  <publisher>Aperta</publisher>
  <publicationYear>2024</publicationYear>
  <dates>
    <date dateType="Issued">2024-06-13</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Journal article</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://aperta.ulakbim.gov.tr/record/273719</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1080/09500693.2024.2361172</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="https://creativecommons.org/licenses/by-nc/4.0/">Creative Commons Attribution-NonCommercial</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;Science identity helps explain the attitude students have towards&lt;br&gt;
science, assessing how and why they choose to engage with it&lt;br&gt;
both inside and outside of school. Over time, each student&lt;br&gt;
develops an identity as a scientist based upon perceptions held&lt;br&gt;
by themselves and others. Students&amp;rsquo; science identity may vary&lt;br&gt;
depending on their gender, educational opportunities, and&lt;br&gt;
epistemological beliefs. For this reason, the study investigated&lt;br&gt;
the predictors of primary school students&amp;rsquo; science identity. A total&lt;br&gt;
of 775 primary school students aged 9&amp;ndash;12 from the Turkish&lt;br&gt;
sample participated in the research. Structural equation&lt;br&gt;
modelling was used to examine the predictors of science identity.&lt;br&gt;
Findings showed that science identity is related to&lt;br&gt;
epistemological beliefs, science competence, and optional science&lt;br&gt;
learning experiences. Accordingly, the models used to explain&lt;br&gt;
science identity can be expanded with belief, competence, and&lt;br&gt;
experience variables. The current study has contributed to the&lt;br&gt;
understanding of the science identity in primary school students&lt;br&gt;
and has provided insights into the science identity of children in&lt;br&gt;
Turkey as an Eastern society.&lt;/p&gt;</description>
  </descriptions>
  <fundingReferences>
    <fundingReference>
      <funderName>Türkiye Bilimsel ve Teknolojik Araştirma Kurumu</funderName>
      <funderIdentifier funderIdentifierType="Crossref Funder ID">https://doi.org/10.13039/501100004410</funderIdentifier>
      <awardNumber>123K683</awardNumber>
    </fundingReference>
  </fundingReferences>
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