29 Temmuz 2024 Dergi makalesi Açık Erişim

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

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  <identifier identifierType="DOI">10.48623/aperta.273780</identifier>
  <creators>
    <creator>
      <creatorName>MENŞURE ALKIŞ KÜÇÜKAYDIN</creatorName>
      <nameIdentifier nameIdentifierScheme="ORCID" schemeURI="http://orcid.org/">0000-0003-4410-1279</nameIdentifier>
      <affiliation>Necmettin Erbakan Üniversitesi</affiliation>
    </creator>
    <creator>
      <creatorName>ELÇİN AYAZ</creatorName>
      <affiliation>DİCLE ÜNİVERSİTESİ</affiliation>
    </creator>
    <creator>
      <creatorName>ÇİĞDEM AKKANAT AVŞAR</creatorName>
      <affiliation>MİLLİ EĞİTİM BAKANLIĞI</affiliation>
    </creator>
    <creator>
      <creatorName>ELİF SAYISI</creatorName>
      <affiliation>Necmettin Erbakan Üniversitesi</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Turkish Adaptation Of The Science-P Reasoning Inventory: Examining The Relationships Between Epistemological Beliefs, Gender, And Residential Area</title>
  </titles>
  <publisher>Aperta</publisher>
  <publicationYear>2024</publicationYear>
  <dates>
    <date dateType="Issued">2024-07-29</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Journal article</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://aperta.ulakbim.gov.tr/record/273780</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.48623/aperta.273779</relatedIdentifier>
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  <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;Background: In recent years, studies on scientific reasoning have shown that primary school students can demonstrate scientific reasoning in various tasks. Many studies conducted in Western countries have developed instruments to assess such reasoning skills. Purpose: This study examined the psychometric properties of the shortened Turkish version of the Science-P Reasoning Inventory (SPR-I). Then, it investigated the relationship between SPR-I and gender, as well as epistemological and residential areas. In this context, the study was structured as Study-1, which tested the validity and reliability of SPR-I, and Study-2, which investigated the relationship between SPR-I and variables. Sample: A total of 425 students aged 9&amp;ndash;13 years in Turkey participated in the study. Data was collected in the 2023&amp;ndash;2024 academic year. Design and Methods: This study investigates the adaptation of SPR-I (7) into Turkish (Study-1) and the relationship between scientific reasoning, epistemological beliefs, and place of residence (Study-2). In this context, data were collected from primary school students using the survey method. Results: The results showed that the short version of the SPR-I was within the acceptable confidence interval. In addition, the relationship between scientific reasoning and reading skills was confirmed in terms of convergent validity. Based on the data, the SPR-I had a connection to epistemological beliefs. As far as demographic variables are concerned, scientific reasoning appeared to vary according to gender, but not residential areas. Conclusion: The structure of SPR-I (7) related to epistemological beliefs shows that it is related to beliefs about the nature of knowing and beliefs about the nature of knowledge. Based on this, educators should emphasize the development of epistemic knowledge in the development of scientific reasoning skills of young students.&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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