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http://dx.doi.org/10.14697/jkase.2013.33.2.328

Analyses of Elementary Science-gifted Students' Epistemological Beliefs about Science Through Use of Anomalous Situations  

Jo, Seon-A (Daeseong Elementary School)
Kang, Hunsik (Chuncheon National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.33, no.2, 2013 , pp. 328-344 More about this Journal
Abstract
This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.
Keywords
epistemological belief; elementary science-gifted student; anomalous situation; coping strategy; teaching strategy;
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Times Cited By KSCI : 4  (Citation Analysis)
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