Dergi makalesi Açık Erişim
MENŞURE ALKIŞ KÜÇÜKAYDIN; ÇİĞDEM AKKANAT AVŞAR; ELÇİN AYAZ; ELİF SAYICI
<?xml version='1.0' encoding='utf-8'?> <resource xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns="http://datacite.org/schema/kernel-4" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4.1/metadata.xsd"> <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"><p>Science identity helps explain the attitude students have towards<br> science, assessing how and why they choose to engage with it<br> both inside and outside of school. Over time, each student<br> develops an identity as a scientist based upon perceptions held<br> by themselves and others. Students&rsquo; science identity may vary<br> depending on their gender, educational opportunities, and<br> epistemological beliefs. For this reason, the study investigated<br> the predictors of primary school students&rsquo; science identity. A total<br> of 775 primary school students aged 9&ndash;12 from the Turkish<br> sample participated in the research. Structural equation<br> modelling was used to examine the predictors of science identity.<br> Findings showed that science identity is related to<br> epistemological beliefs, science competence, and optional science<br> learning experiences. Accordingly, the models used to explain<br> science identity can be expanded with belief, competence, and<br> experience variables. The current study has contributed to the<br> understanding of the science identity in primary school students<br> and has provided insights into the science identity of children in<br> Turkey as an Eastern society.</p></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> </resource>
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