Scopus
🔓 Açık Erişim YÖKSİS Eşleşti
Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers
Journal of Pedagogical Research · Haziran 2023
YÖKSİS Kayıtları
Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers
Journal of Pedagogical Research · 2023 SCOPUS, ERIC, H.W. Wilson
ARAŞTIRMA GÖREVLİSİ SEHER ESEN →
Makale Bilgileri
DergiJournal of Pedagogical Research
Yayın TarihiHaziran 2023
Cilt / Sayfa7 · 1-18
Scopus ID2-s2.0-85164158353
Erişim🔓 Açık Erişim
Özet
This study used the structural equation model to examine teachers' scientific epistemological beliefs, critical thinking skills, and beliefs about the distinction between science and pseudoscience. The study involved 730 teachers from 26 different subjects in different regions of Türkiye. Descriptive analyses showed a significant relationship between teachers' level of interest in scientific studies and their critical thinking skills. It was also concluded that critical thinking skills were high, but non-traditional understanding beliefs were low. Path analysis results showed that critical thinking skills were negatively related to traditional scientific beliefs. Furthermore, non-traditional understanding beliefs were found to be negatively correlated with pseudoscience beliefs. The results obtained were discussed in the light of the literature and suggestions were made considering the limitations.
Yazarlar (4)
1
Menşure Alkış Küçükaydın
ORCID: 0000-0003-4410-1279
2
Seher Esen
ORCID: 0000-0002-3569-1185
3
Hakan Çite
ORCID: 0000-0002-1224-9570
4
Sümeyra Geçer
ORCID: 0000-0003-4932-0008
Anahtar Kelimeler
Critical thinking disposition
Epistemological beliefs
Pseudoscience
teachers
Kurumlar
Necmettin Erbakan Üniversitesi
Meram Turkey
Selçuk Üniversitesi
Selçuklu Turkey
Metrikler
9
Atıf
4
Yazar
4
Anahtar Kelime