Epistemological beliefs of students in terms of scientific creativity: A comparative study across different educational levels

This study aims to examine the epistemological belief levels and scientific creativity levels of students at different educational levels in terms of different variables and to reveal the relationship between these two situations. A simultaneous mixed method was used in the study, in which qualitative and quantitative research models were used. In the quantitative dimension of the study, 1296 students were selected from primary, secondary and high school students in the province, district and village in the 2022-2023 academic year using the stratified sampling method in the study group. In the qualitative dimension, students with different characteristics such as gender, school type, class level and family education status were selected using maximum diversity sampling. Three different measurement tools were used in the data collection process. According to the results of the study, it was determined that the epistemological beliefs of students at different levels were at the agree level. While it was determined that the epistemological belief levels of students changed according to gender characteristics, it was determined that high school students had the highest belief level in terms of education level. In terms of the location of the school, the epistemological beliefs of students studying in the province were higher than those studying in the district and village. According to the parental education status, it was concluded that the level of education has a limited effect on epistemological beliefs. It was determined that the scientific creativity levels of students at different levels of education were at similar levels in terms of gender variable. The qualitative data obtained from the research showed that as the class level of students at different levels of education increased, their scientific creativity levels also increased. Positive high-level relationships were determined between the epistemological belief levels of students and their scientific creativity levels.