Examination of the relationships among high school students' scientific epi̇stemological beli̇efs, conceptions of learning and conceptual achievements in genetics

The main aim of this study is to examine the relations among high school students' scientific epistemological beliefs, conceptions of learning science and conceptual achievements in genetics. A model explaining the relations among the variables was recommended and it was investigated by using structural equation modeling. A total of 452 high school students from six different schools in Bolu participated in this study. The data were collected by cross sectional design. Three different scale were utilized for assessment of their conceptual achievements in genetics, scientific epistemological beliefs and conceptions of learning science. AMOS 20 and SPSS 21 programs were used in order to analyze survey data. Confirmatory factor analysis was conducted in order to determine sub-dimensions of scientific epistemological beliefs and conceptions of learning science. According to results of structural equation modeling, it was identified that epistemological beliefs affected directly conceptions of learning science and conceptual achievements, however, conceptions of learning science had no effect on conceptual achievements.