The Content Analysis of Second Elementary School Experimental Science Books in Iran with Respect to Personal Epistemology Components

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Humanistic Sciences, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran

2 Assistant Professor, Department of Psychology, Faculty of Humanistic Sciences, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran

3 Assistant Professor, Educational Research and Planning Organization, Tehran, Iran

Abstract

The purpose of present study was to investigate the status of personal epistemology components in second elementary Experimental Science curriculum. The research method is survey and content analysis types. The statistical population of the research is the textbooks of the experimental sciences of the fourth, fifth and sixth grade in 1397-98 academic year and because it was necessary to examine all the contents, there was no sampling and the whole population was studied. Also, in the survey phase, 22 professors and specialists in the fields of experimental sciences, Persian literature and psychology were selected with targeted sampling. Children's personal epistemology questionnaire and data log were used to collect data. Descriptive statistics such as frequency and percentage as well as factor loading coefficient were used to analyze the data. The findings showed that in the fourth grade, the emphasis was on the simplicity of knowledge (107 items) and the least emphasis on the certainty of knowledge (3 cases(In the fifth grade, the most emphasis on justification of knowing (65 cases), The result of knowing (60 items) and certainty of knowledge (30 cases) and the least emphasis on knowledge simplicity (30 cases) And the least emphasis was on the simplicity of knowledge (30 cases), and in the sixth grade, the justification of knowing (50) and the result of knowing (40 cases) Most emphasis was placed on the simplicity of knowledge (5 cases). In general, 63.6% of the content of the textbooks of the Empirical sciences from the third to sixth grades is assigned to the components of personal epistemology.

Keywords

References

تنها، زهرا (1395). معرفت­شناسی شخصی و نظریه ذهن: شکل­گیری و تحول باورهای کودکان 12-3 سال دربارة دانش و دانستن. رسالة دکتری منتشر شده. دانشکدة علوم تربیتی و روان­شناسی، دانشگاه خوارزمی.
تنها، زهرا، کدیور، پروین، عبدالهی، محمدحسن، و حسنی، جعفر (1396الف). بررسی دیدگاه دانش‌آموزان مقطع ابتدایی دربارة معرفت‌شناسی شخصی: یک مطالعة کیفی. روان­شناسی، 21(4)، 368-352.
تنها، زهرا، کدیور، پروین، عبدالهی، محمدحسن، و حسنی، جعفر (1396ب). ساخت و اعتباریابی پرسش­نامة معرفت‌شناسی شخصی در کودکان. اندازه­گیری تربیتی، 8(29)، 146-121.
جمعی از نویسندگان (1393). علوم تجربی پنجم دبستان. تهران: سازمان پژوهش و برنامه‌ریزی آموزشی.
جمعی از نویسندگان (1393). علوم تجربی چهارم دبستان. تهران: سازمان پژوهش و برنامه‌ریزی آموزشی.
جمعی از نویسندگان (1393). علوم تجربی ششم دبستان. تهران: سازمان پژوهش و برنامه‌ریزی آموزشی.
سیف، دیبا، و مرزوقی، رحمت‌اله (1387). رابطة ابعاد باورهای معرفت‌شناختی و خودکارآمدی با عملکرد تحصیلی دانش‌آموزان مقطع راهنمایی در درس علوم تجربی. دانش و رفتار، 15(33)، 14-1.
ملکی، حسن (1384). برنامه‌ریزی درسی، راهنمای عمل. تهران: انتشارات مدرسه.
Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80.
Burr, J. E., & Hofer, B. E. (2002). Personal epistemology and theory of mind: deciphering young children’s beliefs about knowledge and knowing. New Ideas in Psychology, 20, 199-224.
Chandler, M. J., Hallet, D., & Sokol, B. W. (2002). Competing claims about competing knowledge claims. In Hofer, B. K., and Pintrich, P. R. (Eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum, Mahwah, NJ.
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141-167.
Feucht, F. C. (2008). The nature of epistemic climates in elementary education. Doctoral Dissertation. The University of Nevada, Las Vegas.
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353-383.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Kattmann, U., Duit, R., Gropengieser, H., & Komorek, M. (1996). Educational reconstruction – bringing together issues of scientific clarification and students’ conceptions. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching (NARST), St. Louis, MI.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
Kuhn, D. (2000). Metacognitive development. Curr. Direc. Psychol. Sci. 9, 178–181.
Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In Hofer, B. K., & Pintrich, P. R. (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum, Mahwah, NJ.
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
Mansfield, A., & Clinchy, B. (1985). Early growth of multiplism in the child. Paper presented at the fifteenth annual symposium of the Jean Piaget society. Philadelphia, PA.
Miscione, J. L., Marvin, R. S., O’Brien, R. G., & Greenberg, M. T. (1978). A developmental study of preschool children’s understanding of the words ‘‘know’’ and ‘‘guess’’. Child Development, 49, 1107–1113.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. Chickering (Ed.), the modern American college. San Francisco: Jossey-Bass.
Schommer - Aikins, M. (2004). Explaining the Epistemological beliefs system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Educational Psychology, 82(3), 498-504.
Schommer, M., & Dunnel, P. (1997). The potential influence of epistemological beliefs on gifted underachievers. Roe per Review, 19, 153-156.
Westphal, E. (1990). Unterricht und Leben: Zur Theorie und Praxis lebensproblemzentrierter Unterrichtsgestaltung [Lessons and life: About theory and practice of life-problem-centered lesson planning]. Oldenburg: Zentrum fur Padagogische Berufspraxis.

Files

Share

How to cite

Statistics