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Journals / Journal of Turkish Science Education / 2010 / Cilt: 7 - Sayı: 4

The Scale of Scientific Epistemological Beliefs: Adapting for Turkish Culture, Language Validity and Examination of Factor Structure

M. Bahaddin ACAT
Gülçin TÜKEN
ENGİN KARADAĞ
Pages
90–96
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

If we look from the viewpoint of primary education, we can see that students’ opinion about scientific knowledge has gained

📌 3 Key Takeaways

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Objective & Hypothesis:When examining the objectives of science education, it can be realized that students’ learning scientific information and understanding the philosophy of science take place on the top (Çepni, 2008; Doğru & Kıyıcı, 2005).
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Key Findings & Data:However, it is expressed that science is not a total of knowledge but a way of knowing; students’ understanding the nature, structure of knowledge and how knowledge is developed is important in science education (National Research Council [NRC], 2007).
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Conclusion & Impact:If we look from the viewpoint of primary education, we can see that students’ opinion about scientific knowledge has gained
🔬Design:Research Article
📍Scope:2008 Verileri
⚙️Variables:Domain Parameters

Abstract

When examining the objectives of science education, it can be realized that students’ learning scientific information and understanding the philosophy of science take place on the top (Çepni, 2008; Doğru & Kıyıcı, 2005). However, it is expressed that science is not a total of knowledge but a way of knowing; students’ understanding the nature, structure of knowledge and how knowledge is developed is important in science education (National Research Council [NRC], 2007). In this respect, studies about science and scientific knowledge in science education come into prominence. As a result of this long running debate and developments in science education, the curriculum in primary education in Turkey has been reformed, based on constructivist approach in 2004. When addressed as an epistemology, constructivism differentiates the views with regard to both knowledge and acquiring the knowledge. Addressing the constructivism as an approach and dwelling on scientific knowledge revive the questions: What is knowledge? How is knowledge constructed? Philosophical branch which deals with such questions is Epistemology as it is known. If we look from the viewpoint of primary education, we can see that students’ opinion about scientific knowledge has gained

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Cite This Article

ACAT, M. B., TÜKEN, G., KARADAĞ, E. (2010). The Scale of Scientific Epistemological Beliefs: Adapting for Turkish Culture, Language Validity and Examination of Factor Structure. Journal of Turkish Science Education, Cilt: 7 - Sayı: 4, 90–96. https://ajindex.com/articles/211026

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