Examining the general and domain-specific epistemological beliefs of undergraduates

The aim of this research is to examine differences and relations between general and domain specific epistemological beliefs of undergraduates who study in science, social science and educational science majors with respect to their fields of study, gender and class level. Six hundred and three undergraduates from Abant ?zzet Baysal University participated in the study. The data about undergraduates? general epistemological beliefs was obtained by the Epistemological Belief Questionnaire which was developed and adapted by Deryakulu and Büyüköztürk (2002) on the basis of Schommer?s (1998) Epistemological Belief Questionnaire. On the other hand, Domain-Specific Epistemological Belief Questionnaires, which were developed by the researcher regarding physics, chemistry, public management, economy, mindhandicapped education and Turkish education fields, were used as data obtaining instruments for undergraduates? domain-specific epistemological beliefs. A pilot study, in which eight hundred and eight undergraduates participated, was conducted to develop Domain-Specific Epistemological Belief Questionnaires. Crucial findings were obtained regarding the differences and relations in contexts of both undergraduates? general and domain specific epistemological beliefs according to their fields of study, gender and class level. In addition, both gender and class level variables were investigated on the basis of fields of study to obtain more specific findings. Additional analyses were also carried out to test some assumptions. Nevertheless, findings of the present study were discussed with reference to the literature. Overall, the results of the study demonstrated that general and domain-specific epistemological belief differentiation do sense; undergraduates constitute their general and domain-specific epistemological beliefs from different reference points; notion of domain specificity in undergraduates? epistemological beliefs is supported; the relations within general and domain specific epistemological belief dimensions are all accord with the basic assumption of system approaches; and comparing with the domain general approach, domain-specific approach is more sensitive to the fields of study. In line with the results of the present study, educational implications and directions for future research were discussed.