Determining the relationship between high school students' epistemological beliefs, conceptions of learning science and motivations for mobile science learning

The aim of this study is to investigate to what extent high school students' epistemological beliefs and conceptions of learning science together explain their motivations for mobile science learning. The research was carried out with 518 9th and 10th grade students and correlation reseach was used. According to the results, while "source of knowledge" and "certainty of knowledge" dimensions of epistemological beliefs showed low, positive and significant relationship with motivations for mobile science learning, "development of knowledge" and "justification of knowledge" showed moderate, positive and significant relationship with motivations for mobile science learning. In addition, while the "memorization" and "testing" dimensions of students' lower-level conceptions of learning science show low, negative and significant relationship with the motivations for mobile science learning, the "calculating and practice" dimension is not related to the motivations for mobile science learning. The dimensions of "increase of knowledge", "application" and "understanding and seeing in a new way", among the higher-level conceptions of learning, showed moderate, positive and significant relationships with motivations for mobile science learning. As a result of the standard multiple regression analysis, the students' epistemological beliefs "development of knowledge" and "justification of knowledge", and also higher-level conceptions of learning science "application" and "understanding and seeing in a new way" significantly explained their motivations for mobile science learning. Keywords: Epistemological Beliefs, Conceptions of Learning Science, Mobile Science Learning, Motivation.