The Relationship between Secondary School Students’ Epistemological Beliefs and Critical Reading Levels

Serkan Aslan,Nil Didem Şimşek

doi:10.7575/aiac.ijels.v.9n.4p.69

Abstract

This study attempts to depict the secondary school eighth grade students’ epistemological beliefs and their critical reading in terms of several variables and to examine the relationship between them. Descriptive and relational survey models were used within the scope of the study. The population of the study consisted of the secondary school eighth grade students studying in Istanbul. The participants were selected by convenience sampling method. The study deployed personal information form, scientific epistemological belief and critical reading scales. Descriptive statistics, multivariate analysis of variance (MANOVA) and correlation analysis were used during data analysis. The study results concluded that the eighth grade students’ epistemological beliefs and their critical reading levels were at a moderate level. While no significant difference was identified across the students’ epistemological beliefs in terms of their gender, academic achievement, socio-economic level and book reading, a significant difference was noted across their critical reading levels in terms of gender, academic achievement and book reading, but that was not the case for their socio-economic level. The results of the research have useful implications for teachers. While teachers develop students’ epistemological beliefs in the teaching environment, they will also develop their critical reading skills.

Highlights

Knowledge, education and thinking have been the cornerstones of life in each period that humanity has experienced since the early ages
This section includes findings related to secondary school eighth grade students’ participation levels in terms of epistemological beliefs and critical reading scales, whether students’ epistemological beliefs and their critical reading levels differed across gender, socio-economic level, book reading and academic achievement and whether there is a relationship between these two variables
Prior to the multivariate analysis of variance (MANOVA) analysis, preliminary analyzes were made to check the assumptions of linearity, normality, univariate and multivariate extreme values and multiple common linearity and no violations were observed

Summary

Introduction

Education and thinking have been the cornerstones of life in each period that humanity has experienced since the early ages. Correct use of knowledge is merely possible with education Thereby, the connection of the phenomenon of knowledge with learning and education is framed according to the environment and conditions. An individual substantiates his/her own unique and special learning action by acquiring knowledge. In this regard, the objective of education should be raising individuals who can think freely with different perspectives, who question, solve problems, and who are at peace with themselves and with their environment The objective of education should be raising individuals who can think freely with different perspectives, who question, solve problems, and who are at peace with themselves and with their environment This close link between education and knowledge constitutes the basis for many research areas as education structures knowledge channels and knowledge prepares educational environments, which constitutes the essence of all educational activities

Objectives

Methods

Results