ANALYSIS OF SELF-EFFICACY BELIEFS FOR SCIENTIFIC LITERACY OF THE SEVENTH-GRADE STUDENTS WITH DIFFERENT COGNITIVE STYLES

Feride Sahin, Salih Ates

Abstract


The objective of this study is to ascertain whether there is a significant difference between self-efficacy beliefs for scientific literacy of the seventh grade students having field dependent and field independent cognitive styles and to find out whether the cognitive style of students is a significant predictor of students’ self-efficacy beliefs for scientific literacy. Benefiting from correlational survey model, a quantitative research method, the study which is addressed to a sample composed of 823 seventh grade students enrolled in Ankara in the school year of 2015-2016. Scientific Literacy Self-Efficacy Scale was used in order to find out students’ self-efficacy beliefs for scientific literacy whereas Group Embedded Figures Test was utilized in order to ascertain whether students had field dependent or field independent cognitive styles. In the research, it was discerned that the cognitive style is a statistically significant predictor of students’ self-efficacy beliefs for scientific literacy (R2=0.04,F(1.821)=29.30, p<.00). Besides, it was found that there was a statistically significant difference in the mean of scores of self-efficacy beliefs for scientific literacy of field dependent, moderately field dependent and field independent students in favor of field independent students [(F(2.822)=13.61;p<.05]. Based on the results obtained from the research, it is thought that efforts to analyze the characteristic features of students with different cognitive styles, teaching environments convenient for these students and measurement & evaluation approaches will help to raise students as scientifically literate individuals.

 

Article visualizations:

Hit counter

DOI

Keywords


self-efficacy beliefs for scientific literacy, field dependent-field independent cognitive styles, scientific literacy, science education

Full Text:

PDF

References


Aktamıs, H., Kiremit, H. O., & Kubilay, M. (2016). Ogrencilerin öz-yeterlik inanclarının fen basarılarına ve demografik özelliklerine göre incelenmesi. Adnan Menderes Universitesi Egitim Fakültesi Egitim Bilimleri Dergisi, 7(2), 1-10.

Altıparmak, M. (2009). Alan bagımlı ve alan bagımsız bilissel stillere sahip ögrencilerin kuvvet ve hareket konularındaki basarıları ile basarıyı ölcmek icin kullanılan testlerin icerigi ve formatı arasındaki iliskinin arastırılması. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erisilmistir.

Alamolhodaei, H. (1996). A study in higher education calculus and students' learning styles. Doctoral Dissertation, University of Glasgow, US.

Ates, S., & Cataloglu, E. (2007). The effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanics. European Journal of Physics, 28(6), 1161.

Bahar, M. (2003). The effect of instructional methods on the performance of the students having different cognitive styles. Hacettepe Üniversitesi Egitim Fakültesi Dergisi 24, 26-32. Retrieved from http://dergipark.gov.tr/download/article-file/87844.

Bahar, M., & Hansell, M. H. (2000). The relationship between some psychological factors and their effect on the performance of grid questions and word association tests, Educational psychology, 20(3), 349-364. http://dx.doi.org/10.1080/713663739.

Baker, R. M., & Dwyer, F. M. (2005). Effect of instructional strategies and individual differences: A meta-analytic assessment. International Journal of Instructional Media, 32(1), 69-84.

Cataloglu, E., & Ates, S. (2014). The effects of cognitive styles on naive impetus theory application degrees of pre-service science teachers. International Journal of Science and Mathematics Education, 12(4), 699-719. Retrieved from http://yoksis.bilkent.edu.tr.

Celik, T. (2010). Ilkögretim ögrencilerinin bilissel stiller ve ögrenme stillerinin farklı ölcme formatlarından aldıkları puanlara etkisi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erisilmistir.

Danili, E., & Reid, N. (2006). Cognitive factors that can potentially affect pupils’ test performance. Chemistry Education Research and Practice, 7(2), 64-83. DOI:10.1039/B5RP90016F.

Danili, E., and N. Reid. (2004). Some strategies to improve performance in school chemistry based on two cognitive factors. Research in Science and Technological Education, 22, 203–23. http://dx.doi.org/10.1080/0263514042000290903.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.

Hindal, H., Reid, N., & Badgaish, M. (2009). Working memory, performance and learner characteristics. Research in Science & Technological Education, 27(2), 187-204. http://dx.doi.org/10.1080/02635140902853640.

Horzum, M. B., & Alper, A. (2006). Fen Bilgisi dersinde olaya dayalı ögrenme yöntemi, bilissel stiller ve cinsiyetin ögrenci basarısına etkisi. Ankara Universitesi Egitim Bilimleri Fakültesi Dergisi, 39(2), 151-175. Retrieved from researchgate.net.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. http://dx.doi.org/10.1080/10705519909540118.

Inaltun, H. ve Ates, S. (2015). Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation. Eurasia Journal of Mathematics, Science and Technology Education, Vol. 11, No:6, pp.1657-1676.

Jonassen, D. H., & Grabowski, B. (1993). Handbook of individual difference learning, and instruction. NJ: LEA, Hillsdale.

Juan, A., Hannan, S., & Namome, C. (2018). I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa. South African Journal of Science, 114(7-8), 48-54.

Karacam, S. (2005). Farklı bilissel stillerdeki lise ögrencilerinin hareket ve hareket yasaları konularındaki kavramları anlama düzeylerinin farklı ölcme teknikleri ile tespiti. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erisilmistir.

Karacam, S. ve Ates, S. (2010). Olcme tekniginin farklı bilissel stillerdeki ögrencilerin hareket konusundaki kavramsal bilgi düzeylerine etkisi, AİBÜ Egitim Fakültesi Dergisi, 10(1). 21-30. http://dergipark.gov.tr/download/article-file/16689 sayfasından erisilmistir.

Kirk, G. R. (2000). The relationship of attitudes toward science, cognitive style and self-concept to achievement in chemistry at the secondary school level (Doctoral dissertation). Retrieved from https://search.proquest.com.

Kline, R.B. (2005). Principles and practice of structural equation modeling. New York: The Guilford Press.

Liu, X. (2009). Beyond science literacy: science and the public. International Journal of Environmental and Science Education, 4(3), 301-311. Retrieved from http://files.eric.ed.gov.

Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educutional Psychologist, 19(2), 59-74. http://dx.doi.org/10.1080/00461528409529283.

Morris, S., Farran, E. K., & Dumontheil, I. (2019). Field independence associates with mathematics and science performance in 5‐to 10‐year‐olds after accounting for domain‐general factors. Mind, Brain, and Education.

Muhammad, T., Daniel, E. G. S., & Abdurauf, R. A. (2015). Cognitive styles field dependence/ındependence and scientific achievement of male and female students of Zamfara state college of education maru. Journal of Education and Practice, 6(10), 58-63. Retrieved from https://pdfs.semanticscholar.org/.

Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.

Obianuju, E. E., (2012). Effects of concept mapping and cognitive styles on

achievement of students ın chemistry. Journal of Research in Education 1(1). Retrieved from http://ijmttjournal.org/Volume-2/issue-3/IJMTT-V2I3P504.pdf.

Ongun, E. (2006). Üniversite ögrencilerin ısı ve sıcaklık konusundaki kavram yanılgıları ile motivasyon ve bilissel stilleri arasındaki iliski. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erisilmistir.

Onyekuru, B. U. (2015). Field dependence-field independence cognitive style, gender, career choice and academic achievement of secondary school students in emohua local government area of rivers state. Journal of Education and Practice, 6(10), 76-85. Retrieved from http://files.eric.ed.gov/fulltext/EJ1081668.pdf

Ozarslan, M., & Bilgin, İ. (2016). Ögrencilerin alan bagımlı/bagımsız bilissel stillerinin ve bilimsel düsünme yeteneklerinin maddenin dogası kavramlarını anlamalarına ve fen dersine yönelik tutumlarına etkisi. Mustafa Kemal Universitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 94-110.

Roth, W. M. (1990). Neo‐Piagetian predictors of achievement in physical science. Journal of Research in Science Teaching, 27(6), 509-521. DOI: 10.1002/tea.3660270603.

Sarı, M., Altıparmak, M. & Ates, S. (2013). Test yapısının farklı bilissel stillerdeki ögrencilerin mekanik basarısına etkisi. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 28 (1), 334-344. http://dergipark.ulakbim.gov.tr sayfasından erisilmistir.

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.

Schunk, D.H. & Zimmerman, B.J. (2003). Self-regulation and learning. In Reynolds, W.M.& Miller, G.E. (Eds.), Handbook of psychology Volume 7 Educational Psychology (pp.59-78). John Wiley & Sons, Inc: New Jersey

Smith, J. (2002). Learning styles: Fashion fad or lever for change? The application of learning style theory to inclusive curriculum delivery. Innovations in Education and Teaching International, 39(1), 63-70.

Sahin, F. (2018). Yedinci sınıf ögrencilerinin bilimsel okuryazarlık düzeyi ile bazı bilissel degiskenler arasındaki iliskinin incelenmesi. (Yayınlanmamıs Doktora Tezi). Gazi Üniversitesi, Ankara.

Sahin, F., & Ates, S. (2018). Ortaokul ögrencilerine yönelik bilimsel okuryazarlık ölcegi adaptasyon calısması. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(3).

Terrell S.T., (2002), The use of cognitive style as a predictor of membership in middle and High School Programs for the academically gifted. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, Louisiana. Retrieved from https://www.researchgate.net.

Tinajero C. and Paramo F.M., (1998), Field dependence-independence cognitive style and academic achievement: a review of research and theory, European Journal of Psychology of Education, 13, 227-251. ERIC Number: EJ586811.

Tsaparlis, G. (2005). Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors. Research in Science & Technological Education, 23(2), 125-148. http://dx.doi.org/10.1080/02635140500266369.

Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: Essence and origins. New York: International Universities.

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research4, 7(1), 1-64. doi: 10.1002/j.2333-8504.1975.tb01065.x.

Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A manual for the embedded figures test. Palo Alto, CA: Consulting Psychologists.

Yu, C. Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. (Doctoral dissertation). Retrieved from https://search.proquest.com.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Feride Sahin, Salih Ates

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).