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Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Yıl 2018, Cilt: 12 Sayı: 1, 205 - 227, 30.06.2018
https://doi.org/10.17522/balikesirnef.437742

Öz












Bu araştırmada, Eğitim Fakültesi İlköğretim Matematik, Fen Bilgisi ve Ortaöğretim
Bölümlerinde öğrenim gören 1004 öğretmen adayının epistemolojik inançları ve bu
inançların cinsiyet, öğrenme stili, akademik başarı, sınıf ve bölüme göre
değişiklik gösterip göstermediğinin 
belirlenmesi amaçlanmıştır.  Veri
toplamak amacıyla Epistemolojik İnanç Ölçeği ve Kolb Öğrenme Stili Ölçeği
kullanılmıştır.  Analiz sonuçları
incelendiğinde, cinsiyete göre epistemolojik inançlarda farklılıklar
görülmüştür.
Ayrıca, öğrenme
stilleri ile epistemolojik inançları arasında negatif bir ilişki bulunmuştur
.   Analiz sonuçlarına göre, öğretmen
adaylarının, öğrenmenin çabaya bağlı olduğuna inanç ile ilgili inançlarının
daha gelişmiş tek bir doğrunun var olduğu ile ilgili inançlarının daha az
gelişmiş düzeyde olduğu, epistemolojik inançlarında her bir boyutta sınıf
düzeylerine göre anlamlı farklılıklar olduğu ve kızların erkeklere göre
epistemolojik inançlarının daha gelişmiş olduğu belirlenmiştir.



Kaynakça

  • Aksan, N. & Sözer, M. A. (2007). The relationships among epistemological beliefs and problem solving skills of university students, Journal of Kırşehir Education Faculty,8(1), 31-50.
  • Aşkar, P. & Akkoyunlu, B. (1993). Kolb’s learning style inventory. Education and Science, 17 (87).
  • Aydın, H. & Gür, H. (2017). A New Approach to Change Epistemological Beliefs; Discussion of The Refutational Texts. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 160-173.
  • Aypay, A., (2011), Epistemological beliefs surveys’ adaptation of Turkey and investigation of teacher candidates’epistemological beliefs, Eskişehir Osmangazi University Social Sciences Journal, 12(1), 1-15.
  • Biçer, B., Er, H. & Özel, A. (2013). The relationship between the epistemological beliefs and educational philosophies of the teacher candidates adopted, Journal of Theory and Practice in Education, 9(3), 229-242.
  • Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7-26.
  • Brownlee, J., Petriwskyj, A., Thorpe, K., Stacey, P. & Gibson, M. (2011). Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program, Higher Education Research & Development, 30(4), 477-490.
  • Can, A., (2014), Quantitative data analysis in the scientific research process with Spss, s. 84-85, Pegem Akademi, 2. Baskı, Ankara.
  • Chai, C. S., Khine, M. S. & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore, Educational Media International, 43(4), 285-298, 10.1080/09523980600926242.
  • Deryakulu, D. & Büyüköztürk, Ş. (2002). Validity and reliability study of epistemological belief scale, Journal of Educational Researches, 2(8), 111-125.
  • Deryakulu, D.(2004). The relationships between university students' learning and study strategies and their epistemological beliefs, Educational Administration: Theory and Practice, 38, 230-249.
  • Deryakulu, D. & Büyüköztürk, Ş. (2005). Reexamination of factor structure of epistemological belief scale: comparison of epistemological beliefs according to gender and educational program, Journal of Educational Researches, 5(18), 57-70.
  • Enman, M. & Lupart, J. (2000). Talented female students’resistance to science: an exploratory study of post-secondary achievement motivation, persistence and epistemological characteristics, High Ability Studies, 11(2), 161-178.
  • Er, K.O, (2013). A study of the epistemological beliefs of teacher candidates in terms of various variables, Eurasian Journal of Educational Research, 50, 207-226
  • Eroğlu, S. E. & Güven, K. (2006). Examination of epistemological beliefs of university students in terms of some variables, Selçuk University Journal of Institute of Social Sciences,16, 295-312.
  • Kaleci, F. (2012). Relationship between epistemological beliefs with learning and teaching styles of mathematics teacher candidates. Unpublished Master’s Thesis. Necmettin Erbakan University Institute of Educational Sciences. Konya.
  • Karasar, N., (2005), Scientific Research Method, Nobel Publications, Ankara.
  • Oğuz, A. (2008). Investigation of Turkish trainee teachers' epistemological beliefs. Social Behavior and Personality: An İnternational Journal, 36(5), 709-720.
  • Önen, A. S. (2011). Investigation of students’ epistemological beliefs and attitudes towards studying, Hacettepe University Journal of Education, 40, 300-309.
  • Öngen, D. (2003). Relationships between epistemological beliefs and problem solving strategies: A study on education faculty students, Journal of Educational Researches, Autumn, 13, 155-163.
  • Rodriguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students, Studies in Higher Education, 31(5), 617-636, 10.1080/03075070600923442.
  • Sadıç, A., Çam, A., Topçu, M. S. (2012). Investigation of epistemological beliefs of primary school students according to gender and class level. X. National Science and Mathematics Education Congress, Niğde, Turkey, 27-30 June 2012 .
  • Sapancı, A. (2012). Öğretmen adaylarının Epistemolojik inançları ile bilişüstü düzeylerinin akademik başarıyla ilişkisi, 10(1), 311-331.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension, Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students, Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention, Research in Higher Education, 38(2), 173-186.
  • Schommer-Aikins, M., Duell, O. K. & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs and academic performance of middle school students, The Elementary School Journal, 105(3), 289-303, 10.1086/428745.
  • Terzi, A. R. (2005). Research on scientific epistemological beliefs of university students, Afyon Kocatepe University Journal of Social Sciences, 7(2), 298-311.
  • Tümkaya, S. (2012), The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles, Educational Sciences: Theory & Practice, 12(1), s.75-95.

Examination of The Epistemological Beliefs of The Teacher Candidates According to Some Variables

Yıl 2018, Cilt: 12 Sayı: 1, 205 - 227, 30.06.2018
https://doi.org/10.17522/balikesirnef.437742

Öz










This study aimed to determine the epistemological
beliefs of 1004 teacher candidates studying at the Education Faculty, Secondary
Grade Science and Mathematics Education departments, and the teacher candidates
attending the Primary Grade Mathematics and Science Education departments and
to examine whether these epistemological beliefs differ on the basis of gender,
learning style, academic average, class level and department.  The study made use of the Epistemological Beliefs
Inventory and the Kolb Learning Styles Questionnaire.  According to the analysis results, there were
differences seen in dependent variables based on gender.  Also, there was a negative relationship found
between the learning styles and epistemological beliefs.  The analysis results suggest that the teacher
candidates mostly possess a strong belief that learning is dependent on effort
and that they possess a weak belief that there is only one truth that
epistemological beliefs of the candidates show meaningful differences on the
basis of each dimension and class levels and that females possess more
developed beliefs than males.  

Kaynakça

  • Aksan, N. & Sözer, M. A. (2007). The relationships among epistemological beliefs and problem solving skills of university students, Journal of Kırşehir Education Faculty,8(1), 31-50.
  • Aşkar, P. & Akkoyunlu, B. (1993). Kolb’s learning style inventory. Education and Science, 17 (87).
  • Aydın, H. & Gür, H. (2017). A New Approach to Change Epistemological Beliefs; Discussion of The Refutational Texts. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 160-173.
  • Aypay, A., (2011), Epistemological beliefs surveys’ adaptation of Turkey and investigation of teacher candidates’epistemological beliefs, Eskişehir Osmangazi University Social Sciences Journal, 12(1), 1-15.
  • Biçer, B., Er, H. & Özel, A. (2013). The relationship between the epistemological beliefs and educational philosophies of the teacher candidates adopted, Journal of Theory and Practice in Education, 9(3), 229-242.
  • Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7-26.
  • Brownlee, J., Petriwskyj, A., Thorpe, K., Stacey, P. & Gibson, M. (2011). Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program, Higher Education Research & Development, 30(4), 477-490.
  • Can, A., (2014), Quantitative data analysis in the scientific research process with Spss, s. 84-85, Pegem Akademi, 2. Baskı, Ankara.
  • Chai, C. S., Khine, M. S. & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore, Educational Media International, 43(4), 285-298, 10.1080/09523980600926242.
  • Deryakulu, D. & Büyüköztürk, Ş. (2002). Validity and reliability study of epistemological belief scale, Journal of Educational Researches, 2(8), 111-125.
  • Deryakulu, D.(2004). The relationships between university students' learning and study strategies and their epistemological beliefs, Educational Administration: Theory and Practice, 38, 230-249.
  • Deryakulu, D. & Büyüköztürk, Ş. (2005). Reexamination of factor structure of epistemological belief scale: comparison of epistemological beliefs according to gender and educational program, Journal of Educational Researches, 5(18), 57-70.
  • Enman, M. & Lupart, J. (2000). Talented female students’resistance to science: an exploratory study of post-secondary achievement motivation, persistence and epistemological characteristics, High Ability Studies, 11(2), 161-178.
  • Er, K.O, (2013). A study of the epistemological beliefs of teacher candidates in terms of various variables, Eurasian Journal of Educational Research, 50, 207-226
  • Eroğlu, S. E. & Güven, K. (2006). Examination of epistemological beliefs of university students in terms of some variables, Selçuk University Journal of Institute of Social Sciences,16, 295-312.
  • Kaleci, F. (2012). Relationship between epistemological beliefs with learning and teaching styles of mathematics teacher candidates. Unpublished Master’s Thesis. Necmettin Erbakan University Institute of Educational Sciences. Konya.
  • Karasar, N., (2005), Scientific Research Method, Nobel Publications, Ankara.
  • Oğuz, A. (2008). Investigation of Turkish trainee teachers' epistemological beliefs. Social Behavior and Personality: An İnternational Journal, 36(5), 709-720.
  • Önen, A. S. (2011). Investigation of students’ epistemological beliefs and attitudes towards studying, Hacettepe University Journal of Education, 40, 300-309.
  • Öngen, D. (2003). Relationships between epistemological beliefs and problem solving strategies: A study on education faculty students, Journal of Educational Researches, Autumn, 13, 155-163.
  • Rodriguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students, Studies in Higher Education, 31(5), 617-636, 10.1080/03075070600923442.
  • Sadıç, A., Çam, A., Topçu, M. S. (2012). Investigation of epistemological beliefs of primary school students according to gender and class level. X. National Science and Mathematics Education Congress, Niğde, Turkey, 27-30 June 2012 .
  • Sapancı, A. (2012). Öğretmen adaylarının Epistemolojik inançları ile bilişüstü düzeylerinin akademik başarıyla ilişkisi, 10(1), 311-331.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension, Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students, Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention, Research in Higher Education, 38(2), 173-186.
  • Schommer-Aikins, M., Duell, O. K. & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs and academic performance of middle school students, The Elementary School Journal, 105(3), 289-303, 10.1086/428745.
  • Terzi, A. R. (2005). Research on scientific epistemological beliefs of university students, Afyon Kocatepe University Journal of Social Sciences, 7(2), 298-311.
  • Tümkaya, S. (2012), The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles, Educational Sciences: Theory & Practice, 12(1), s.75-95.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ayşe Gül Şekercioğlu 0000-0001-9474-2977

Hasene Esra Yıldırır 0000-0002-9691-3730

Yayımlanma Tarihi 30 Haziran 2018
Gönderilme Tarihi 4 Ekim 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 12 Sayı: 1

Kaynak Göster

APA Şekercioğlu, A. G., & Yıldırır, H. E. (2018). Examination of The Epistemological Beliefs of The Teacher Candidates According to Some Variables. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 12(1), 205-227. https://doi.org/10.17522/balikesirnef.437742