CONTRIBUTIONS OF EPISTEMOLOGICAL BELIEFS ON ENERGY LITERACY IN LOWER-SECONDARY SCHOOL STUDENTS IN TURKEY

Semra Ayata; Gorkem Oylumluoglu; Muhammet M. Alpaslan

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CONTRIBUTIONS OF EPISTEMOLOGICAL BELIEFS ON ENERGY LITERACY IN LOWER-SECONDARY SCHOOL STUDENTS IN TURKEY

Title	CONTRIBUTIONS OF EPISTEMOLOGICAL BELIEFS ON ENERGY LITERACY IN LOWER-SECONDARY SCHOOL STUDENTS IN TURKEY
Publication Type	Journal Article
Year of Publication	2024
Authors	Ayata, S, Oylumluoglu, G, Alpaslan, MM
Journal	Journal of Baltic Science Education
Volume	23
Issue	3
Start Page	421-431
Pagination	Continuous
Date Published	June/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	energy literacy, epistemological beliefs, lower-secondary school, regression analysis
Abstract	Energy literacy has become a critical issue in recent years. The purpose of this study was to examine the contributions of epistemological beliefs to energy literacy in lower-secondary school students in Turkey. Data were collected via self-report questionnaires from 656 lower-secondary school students in the Aegean Region of Turkey. To address the research questions, Pearson correlation and multiple regression were implemented. Descriptive results revealed that students had a low energy literacy mean score in the knowledge dimension whereas they had moderate mean scores in the behavioral and affective dimensions. Multiple regression results yielded statistically significant contributions of epistemological beliefs to energy literacy. Analysis revealed that the reasoning dimension positively predicted the energy literacy in the knowledge dimension whereas the authority and accuracy dimension did negatively. The results of this study suggest that advancing students’ epistemological beliefs can be a way to increase students’ energy literacy levels.
URL	https://oaji.net/articles/2023/987-1719377332.pdf
DOI	10.33225/jbse/24.23.421
Refereed Designation	Refereed
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