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ERIC Number: EJ1405102
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: EISSN-1940-0675
Exploration of Middle School Students' Scientific Epistemological Beliefs and Their Engagement in Argumentation
Mehmet Sen; Semra Sungur; Ceren Öztekin
Journal of Educational Research, v116 n5 p293-308 2023
Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined students' engagement in argumentation by considering expositional comments, oppositional comments, information seeking, and co-construction of knowledge. Sixth-grade students participated in this study. We measured the students' epistemological beliefs quantitatively before and after the argumentation activity to reveal any changes in their epistemological beliefs. We then used qualitative data to reveal how the students engaged in argumentation during whole-class discussions. Finally, we proposed possible connections between students' epistemological beliefs and their engagement in argumentation. MANOVA results showed no significant change in students' epistemological beliefs. Qualitative analyses revealed that students mainly used expositional comments during argumentation. Our findings suggested that the use of expositional comments can support the justification dimension of epistemological beliefs, but overuse of exposition can hinder other epistemological beliefs. Oppositional comments can feed the certainty and development dimensions of epistemological beliefs. Information-seeking can promote both the justification and source dimensions of epistemological beliefs. Finally, the use of co-construction of knowledge can improve both the justification and development dimensions of epistemological beliefs. The discussion and implication part addresses students' epistemological beliefs, engagement in argumentation, and the connection between epistemological beliefs and argumentation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A