Comprehensive exploration of digital literacy: embedded with self-regulation and epistemological beliefs

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dc.authorid0000-0001-5621-3302
dc.authorid0000-0002-0881-8486
dc.contributor.authorDemirbağ, Mehmet
dc.contributor.authorBahçivan, Eralp
dc.date.accessioned2021-06-23T19:17:07Z
dc.date.available2021-06-23T19:17:07Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractToday, science educators accept that digital literacy has been one of the key concepts for science teachers in terms of creating meaningful science learning environments. Although there are many research attempts investigating digital literacy in science teacher education literature, the interrelations of this concept to cognitive and metacognitive aspects are still blurred. In this regard, this study was conducted to investigate the structural relations among preservice science teachers' epistemological beliefs, self-regulated learning skills, and digital literacy as well as the reasons for these relations. A sequential explanatory research design guided this two-step study. The first step involved structural equation modeling analysis of data from 612 preservice science teachers. The second step focused on the reasons for the structural relations observed in the first step. Six participants were selected as the cases in the latter. Overall, the results showed that participants' epistemological beliefs, self-regulation skills, and digital literacy are closely related to each other. Epistemological and self-regulational filters as well as epistemic bias and the context in which the filters exist directly affect these relationships. Considering the results, it was suggested that preservice science teachers should be involved in inquiry-based and argumentation-based learning mediums since these types of mediums contribute positively to the development of epistemological beliefs and self-regulation skills.en_US
dc.identifier.doi10.1007/s10956-020-09887-9
dc.identifier.endpage459
dc.identifier.issn1059-0145
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85099400795en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage448
dc.identifier.urihttps://doi.org/10.1007/s10956-020-09887-9
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5233
dc.identifier.volume30
dc.identifier.wosWOS:000607046800001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçivan, Eralp
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal Of Science Education And Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDigital Literacyen_US
dc.subjectSelf-regulationen_US
dc.subjectEpistemological Beliefsen_US
dc.subjectPreservice Science Teachersen_US
dc.titleComprehensive exploration of digital literacy: embedded with self-regulation and epistemological beliefsen_US
dc.typeArticleen_US

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