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Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students
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 Title & Authors
Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students
Kim, Sue-Jin; Chung, Young-Lan;
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 Abstract
In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students` scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.
 Keywords
epistemological beliefs;metacognition;science inquiry skills;science achievment;
 Language
Korean
 Cited by
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