The effect of the constructive learning environments on scientific epistemological beliefs

The aim of this research is to determine how constructivist approaches adopted with renewed science and technology program affect the students? scientific epistemological beliefs.In the research, the survey model was applied in order to determine the students? views about constructivist learning environments and their scientific epistemological beliefs. The sample of the research is formed by 392 female, 382 male, in total 774 students who study in the 8th grade of Çankaya and Altındağ counties? seven elementary schools in Ankara.?Scientific Epistemological Beliefs Scale? and ?Constructivist Learning Environments Scale? were used as the data collection tool. In the analysis of the data, t-test, one-way analysis of variance (One-Way ANOVA) was used and Pearson correlation coefficient was calculated.The results of analysis showed that there is a positive relationship between constructivist learning environments and epistemological beliefs. As learning environments are adapted to constructivist approach, it may be said that students? scientific epistemological beliefs have improved. Besides, it has been founded that female students with regard to male ones, the students studying in Çankaya county with regard to the ones studying in Altındağ county, the students with higher grades from science and technology lesson with regard to the ones with lower grades have more developed epistemological beliefs. As parents? education status increases, it has been observed that the students? scientific epistemological beliefs increase. The scientific epistemological beliefs of the students who have access to the internet are more developed than the beliefs of the ones who do not have access to the internet.Key words: Scientific Epistemological Beliefs, Constructivist Learning Environment.