Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Year 2018, Volume: 12 Issue: 1, 205 - 227, 30.06.2018

Ayşe Gül Şekercioğlu , Hasene Esra Yıldırır

https://doi.org/10.17522/balikesirnef.437742

Cited By: 4

Abstract

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.

Keywords

Epistemolojik inançlar, öğretmen adayları, öğrenme stilleri

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

Abstract

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.  

Keywords

Epistemological beliefs, teacher candidates, learning styles

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