BibTex RIS Kaynak Göster

Öğretmen Adaylarının Epistemolojik İnançlarının ve Problem Çözme Yeteneklerinin Gelişimi: Boylamsal Bir Çalışma

Yıl 2015, Cilt: 13 Sayı: 2, 77 - 91, 01.06.2015

Öz

Bu araştırmanın amacı öğretmen adaylarının 1. ve 4. sınıftayken epistemolojik inançlarının ve problem çözme becerilerinin düzeyini saptamaktır. Çalışma, tarama modelinde gerçekleştirilmiş boylamsal bir araştırmadır. Araştırmanın çalışma grubunu Gazi Üniversitesi Mesleki Eğitim Fakültesinde öğrenim gören 149 öğretmen adayı oluşturmuştur. Veri toplama araçları olarak Epistemolojik İnanç Ölçeği ve Problem Çözme Envanteri kullanılmıştır. Araştırmanın sonunda öğretmen adaylarının en fazla gelişmiş inançları öğrenmenin çabaya bağlı olduğuna ilişkin, en az gelişmiş inançları ise tek bir doğrunun var olduğuna ilişkindir. Öğretmen adayları son sınıfta birinci sınıfa göre problem çözmede; düşünme, planlı yaklaşım ve kendine güvenme boyutlarında daha yeterli olduklarını düşünmektedirler. Her iki sınıfta da en az gelişmiş alt boyut aceleci yaklaşımdır.

Kaynakça

  • Aksan, N ve Sözer, M.A. (2007). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri
  • arasındaki ilişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 31-50.
  • Alver, B. (2005). Üniversite öğrencilerinin problem çözme becerilerinin ve akademik başarılarının çeşitli değişkenlere göre incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 21, 75-88.
  • Baxter Magolda, M.B. (1988). The impact of the freshman year on epistemological development: gender differences, paper presented at the Annual Meeting of the American Educational Research Association, April, New Orleans, LA.
  • Brown, D. F., & Rose, T. J. (1995). Self-reported classroom impact of teachers’ theories about learning and obstacles to implementation. Action in Teacher Education, 17(1), 20–29.
  • Brownlee J., Purdie, N. & Lewis, G.B. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817–831.
  • Chai,C.S., Wong, B. & Teo,T. (2011). Singaporean preservice teachers’ beliefs about epistemology, teaching and learning, and technology, Teacher Development. International Journal of Teachers' Professional Development, 15(4), 485-498.
  • Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, (pp. 255–296). New York: Macmillan.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeği’nin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları Dergisi, 2(8), 111-125.
  • Deryakulu, D. & Büyüköztürk, Ş., (2005). Epistemolojik inanç ölçeği’nin faktör yapısının incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 18, 57-70.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
  • Erdamar,G. ve Alpan,G. (2013). Examining the epistemological beliefs and problem solving skills of preservice teachers during teaching practice. Teaching in Higher Education, 18(2), 129-143.
  • Erdem, M. (2008). Te effects of the blended teaching practice process on prospective teachers’ teaching self - efficacy and epistemological beliefs. Eurasian Journal of Educational Research, 30, 81-98.
  • Greeno, J. (1991). A view of mathematical problem solving in school. In M.U. Smith (Ed.), Toward a unified theory of problem solving. Hillsdale: NJ. Lawrence Erlbaum Associates, İnternetten 15 Kasım 2015 tarihinde alınmıştır. http://www.coe.missouri.ued/~jonassen/problems.htm.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47–63.
  • Heppner, P.P. & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29, 66-75.
  • Hofer, B. (2001) Personal epistemology research: implications for teaching and learning, Educational Psychology Review, 13, 353-383.
  • Hofer, B.K., & Pintrich, P.R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hollins, E.,& Guzman,M.T.(2005). Research on preparing teachers for diverse populations. In M. Cochran- Smith, & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp.477-548). Mahwah,NJ: Lawrence Erlbaum Associates Publishers.
  • Howard, B.C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32, 455–462.
  • Jacobson, M. J. & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: an empirical investigation, Journal of Educational Computing Research, 12, 301- 333.
  • Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kardash, C. A. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260–271.
  • Katkat, D., ve Mızrak, Ö. (2003). Öğretmen adaylarının pedagojik eğitimlerinin problem çözme becerilerine etkisi. Milli Eğitim Dergisi, 158, http://yayim.meb.gov.tr/ dergiler/158/katkat.htm adresinden 27 Ekim 2015 tarihinde alınmıştır.
  • Keating, D. P., & Sasse, D. K. (1996). Cognitive socialization in adolescence: Critical period for a critical habit of mind. In G. R. Adams, R., Montemayor & T. Gullotta (Eds.), Psychological development during adolescence. (pp.232-258). Thousand Oaks, CA: Sage.
  • Kitchener, K.S., & King, P.M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89–116.
  • Magolda, M.B.B. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development. College Student Journal, 21, 46–58.
  • Marland, P. (1998). Teachers’ practical theories: implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1(2), 15–23.
  • Moshman, D. (1999). Adolescent psychological development: Rationality, morality, and identity. Hillsdale, NJ: Erlbaum.
  • Muis, K.R., Bendixen, L.D. & Haerle, F.C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical questions in the development of a theoretical model. Educational Psychology Review, 18(1), 3–54.
  • Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69–92.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
  • Oğuz, A., (2008). Investigation of Turkish trainee teachers’ epistemological beliefs. Social Behavior and Personality, 36(3), 709-720.
  • Öngen, D., (2003). Epistemolojik inançlar ile problem çözme stratejileri arasındaki ilişkiler: Eğitim fakültesi öğrencileri üzerine bir çalışma, Eğitim Araştırmaları Dergisi, 3(13), 155-62.
  • Pajares, M. F. (1992). Teacher beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
  • Ravindran, R., Greene, B., & DeBacker, T. (2000). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. Paper presented at the Annual Meeting of the American Educational Association, New Orleans, LA.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan.
  • Richardson,V.(1997).Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), Constructivist teacher education (pp. 3-14). Washington, DC: The Falmer Press.
  • Rodriguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students, Studies in Higher Education, 31(5), 617-636.
  • Savery, J.R.,& Duffy, T.M. (1996). Problem based learning: An instructional model and its constructivist framework. In B.G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, (pp.35–48). Englewood Cliffs, NJ: Educational Technology Publications.
  • Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. CA: San Diego Academic Press.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443.
  • Schommer, M. (1994). Synthesizing epistemological belief of research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 293–319.
  • Schraw, G. (2001). Current themes and future directions on epistemological research: a commentary, Educational Psychology Review, 13, 451-464.
  • Şahin, N. Sahin, N. H. & Heppner, P. P.(1993) Psychometric properties of the Problem Solving Inventory in a group of Turkish University students, Cognitive Therapy and Research, 17(4), 379–396.
  • Tolhurst, D. (2007). The influence of learning environments on students’ epistemological beliefs and learning outcomes, Teaching in Higher Education, 12(2), 219-233.
  • Wilson, S.M. (1990). The secret garden of teacher education, Phi Delta Kappan, 72, 204–209.
  • Wubbels, T. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8, 137–150.
  • Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education washed out by school experience? Journal of Teacher Education, 32(3), 7–11.
  • Zhu, C., Valcke, M. & Schellens, M. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model?, Asia Pacific Journal of Education, 28(4), 411-423.

Development of Epistemological Beliefs and Problem Solving Skills of Student Teachers: A Longitudinal Study

Yıl 2015, Cilt: 13 Sayı: 2, 77 - 91, 01.06.2015

Öz

The aim of this study is to determine the level of epistemological beliefs and problem solving skills of student
teachers in the first and the fourth grade. The study is of a longitudinal nature conducted in survey model. The
study group is comprised of 149 candidate teachers at Gazi University Faculty of Vocational Education. As data
collection tool Epistemological Belief Scale and Problem Solving inventories have been used. Analyses of the
data suggest that the most developed belief in learning-dependency on effort and the less developed belief in the
dimension that there is one truth. Student teachers are of the opinion that they are more competent in the fourth
year than the first year in terms of problem solving, thinking, planned and self-confident style. The least
developed dimension at both grades is the hasty style.

Kaynakça

  • Aksan, N ve Sözer, M.A. (2007). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri
  • arasındaki ilişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 31-50.
  • Alver, B. (2005). Üniversite öğrencilerinin problem çözme becerilerinin ve akademik başarılarının çeşitli değişkenlere göre incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 21, 75-88.
  • Baxter Magolda, M.B. (1988). The impact of the freshman year on epistemological development: gender differences, paper presented at the Annual Meeting of the American Educational Research Association, April, New Orleans, LA.
  • Brown, D. F., & Rose, T. J. (1995). Self-reported classroom impact of teachers’ theories about learning and obstacles to implementation. Action in Teacher Education, 17(1), 20–29.
  • Brownlee J., Purdie, N. & Lewis, G.B. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817–831.
  • Chai,C.S., Wong, B. & Teo,T. (2011). Singaporean preservice teachers’ beliefs about epistemology, teaching and learning, and technology, Teacher Development. International Journal of Teachers' Professional Development, 15(4), 485-498.
  • Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, (pp. 255–296). New York: Macmillan.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeği’nin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları Dergisi, 2(8), 111-125.
  • Deryakulu, D. & Büyüköztürk, Ş., (2005). Epistemolojik inanç ölçeği’nin faktör yapısının incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 18, 57-70.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
  • Erdamar,G. ve Alpan,G. (2013). Examining the epistemological beliefs and problem solving skills of preservice teachers during teaching practice. Teaching in Higher Education, 18(2), 129-143.
  • Erdem, M. (2008). Te effects of the blended teaching practice process on prospective teachers’ teaching self - efficacy and epistemological beliefs. Eurasian Journal of Educational Research, 30, 81-98.
  • Greeno, J. (1991). A view of mathematical problem solving in school. In M.U. Smith (Ed.), Toward a unified theory of problem solving. Hillsdale: NJ. Lawrence Erlbaum Associates, İnternetten 15 Kasım 2015 tarihinde alınmıştır. http://www.coe.missouri.ued/~jonassen/problems.htm.
  • Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47–63.
  • Heppner, P.P. & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29, 66-75.
  • Hofer, B. (2001) Personal epistemology research: implications for teaching and learning, Educational Psychology Review, 13, 353-383.
  • Hofer, B.K., & Pintrich, P.R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hollins, E.,& Guzman,M.T.(2005). Research on preparing teachers for diverse populations. In M. Cochran- Smith, & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp.477-548). Mahwah,NJ: Lawrence Erlbaum Associates Publishers.
  • Howard, B.C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32, 455–462.
  • Jacobson, M. J. & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: an empirical investigation, Journal of Educational Computing Research, 12, 301- 333.
  • Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kardash, C. A. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260–271.
  • Katkat, D., ve Mızrak, Ö. (2003). Öğretmen adaylarının pedagojik eğitimlerinin problem çözme becerilerine etkisi. Milli Eğitim Dergisi, 158, http://yayim.meb.gov.tr/ dergiler/158/katkat.htm adresinden 27 Ekim 2015 tarihinde alınmıştır.
  • Keating, D. P., & Sasse, D. K. (1996). Cognitive socialization in adolescence: Critical period for a critical habit of mind. In G. R. Adams, R., Montemayor & T. Gullotta (Eds.), Psychological development during adolescence. (pp.232-258). Thousand Oaks, CA: Sage.
  • Kitchener, K.S., & King, P.M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89–116.
  • Magolda, M.B.B. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development. College Student Journal, 21, 46–58.
  • Marland, P. (1998). Teachers’ practical theories: implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1(2), 15–23.
  • Moshman, D. (1999). Adolescent psychological development: Rationality, morality, and identity. Hillsdale, NJ: Erlbaum.
  • Muis, K.R., Bendixen, L.D. & Haerle, F.C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical questions in the development of a theoretical model. Educational Psychology Review, 18(1), 3–54.
  • Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69–92.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
  • Oğuz, A., (2008). Investigation of Turkish trainee teachers’ epistemological beliefs. Social Behavior and Personality, 36(3), 709-720.
  • Öngen, D., (2003). Epistemolojik inançlar ile problem çözme stratejileri arasındaki ilişkiler: Eğitim fakültesi öğrencileri üzerine bir çalışma, Eğitim Araştırmaları Dergisi, 3(13), 155-62.
  • Pajares, M. F. (1992). Teacher beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
  • Ravindran, R., Greene, B., & DeBacker, T. (2000). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. Paper presented at the Annual Meeting of the American Educational Association, New Orleans, LA.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan.
  • Richardson,V.(1997).Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), Constructivist teacher education (pp. 3-14). Washington, DC: The Falmer Press.
  • Rodriguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students, Studies in Higher Education, 31(5), 617-636.
  • Savery, J.R.,& Duffy, T.M. (1996). Problem based learning: An instructional model and its constructivist framework. In B.G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, (pp.35–48). Englewood Cliffs, NJ: Educational Technology Publications.
  • Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. CA: San Diego Academic Press.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443.
  • Schommer, M. (1994). Synthesizing epistemological belief of research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 293–319.
  • Schraw, G. (2001). Current themes and future directions on epistemological research: a commentary, Educational Psychology Review, 13, 451-464.
  • Şahin, N. Sahin, N. H. & Heppner, P. P.(1993) Psychometric properties of the Problem Solving Inventory in a group of Turkish University students, Cognitive Therapy and Research, 17(4), 379–396.
  • Tolhurst, D. (2007). The influence of learning environments on students’ epistemological beliefs and learning outcomes, Teaching in Higher Education, 12(2), 219-233.
  • Wilson, S.M. (1990). The secret garden of teacher education, Phi Delta Kappan, 72, 204–209.
  • Wubbels, T. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8, 137–150.
  • Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education washed out by school experience? Journal of Teacher Education, 32(3), 7–11.
  • Zhu, C., Valcke, M. & Schellens, M. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model?, Asia Pacific Journal of Education, 28(4), 411-423.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA55NR56EB
Bölüm Makaleler
Yazarlar

Gürcü Erdamar Bu kişi benim

Gülgün Alpan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2015
Gönderilme Tarihi 1 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 13 Sayı: 2

Kaynak Göster

APA Erdamar, G., & Alpan, G. (2015). Öğretmen Adaylarının Epistemolojik İnançlarının ve Problem Çözme Yeteneklerinin Gelişimi: Boylamsal Bir Çalışma. Türk Eğitim Bilimleri Dergisi, 13(2), 77-91.

                                                                                                    Türk Eğitim Bilimleri Dergisi Gazi Üniversitesi Rektörlüğü tarafından yayınlanmaktadır.

                                                                                                                                      Creative Commons Lisansı