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文章基本信息

  • 标题:Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status
  • 本地全文:下载
  • 作者:Mustafa Sami TOPÇU Özgül YILMAZ-TÜZÜN
  • 期刊名称:Ilköğretim-Online
  • 印刷版ISSN:1305-3515
  • 出版年度:2009
  • 卷号:8
  • 期号:03
  • 页码:625-636
  • 出版社:Ilköğretim-Online
  • 摘要:There were two focuses in this study. The first one was to investigate the relationship among science achievement, metacognition, and epistemological beliefs for both 4th and 5th grade and 6th through 8th grade students. The second focus was to explore the relationships among gender, socioeconomic status (SES), metacognition, and epistemological beliefs. Altogether 941 elementary students participated in this study. For 4th and 5th grade students, knowledge of cognition, regulation of cognition, and quick learning contributed to science achievement. For 6th through 8th grade students, knowledge of cognition, regulation of cognition, innate ability, and quick learning contributed to science achievement. For both group of students, while metacognition was related both to gender and SES, epistemological beliefs were mostly related to gender.
  • 关键词:science achievement, epistemological beliefs, metacognition, SES, gender
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