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The purpose of this research is to explore the epistemological beliefs of middle school students by means of draw-write-tell technique which is formed from three phases. Designed as a qualitative phenomenological research, this study employs 96 students 51 female, 45 male selected by convenience sampling technique. The participants were attending various grade levels of a state secondary school in Yunusemre district of Manisa province in academic year. In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. The data obtained from the first stage was thematically analyzed, while the remaining data was analyzed phenomenologically. Research findings show that most of the students see the authorities and the objects out there as sources of knowledge. In the processes of knowledge acquisition, they also perceive themselves as passive recipients of any given knowledge. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Research results show that draw-write-tell technique is a new approach useful and practical in measuring the epistemological beliefs of middle school students. Acun, İ. Journal of History Culture and Art Research, 7 1 , Investigation of scientific epistemological predictors of science achievement of middle school students. Inonu University Journal of the Faculty of Education, 17 2 ,

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Cognitive development, epistemic doubt, and identity formation in adolescence. International Journal of Social Science, 6 1 , Kodak Portra 35mm photograph of "rubber duck skeleton" aged, decayed, mossy "in glass case" --ar Electronic Journal of Research in Educational Psychology, 8 2 , — Rubber Duck. Acun, İ. Shattuck, Roger. Boz, Y. Educational Psychology Review, 6 4 , Higher Education, 47 3 , Learning and Individual Differences, 19 1 ,

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In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. International Journal of Social Science, 6 1 , Rodriguez, L. Spooner-Lane, R. Review of Educational Research, 67 1 , Mair, M. Contemporary educational psychology, 29 2 , Teacher education students' epistemological beliefs: Developing a relational model of teaching. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Journal of Education and Human Development, 6 1 , The Royal Society. Personal epistemology: The psychology of beliefs. Solomon, K. Learning and Individual Differences, 21 1 , Teaching in Higher Education 6 2.