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Öğrenme ve Öğretme Anlayışı Ölçeğinin Revizyonu ve Kısa Formunun Geliştirilmesi

Year 2022, , 1 - 18, 31.05.2022
https://doi.org/10.32433/eje.1004810

Abstract

Öğretmen yetiştirme alanıyla ilgili araştırmalarda öğretmen adaylarının sahip oldukları öğretme ve öğrenme anlayışlarını belirlemek amacıyla sık başvurulan araçlardan biri Öğrenme Öğretme Anlayışı Ölçeği (ÖÖAÖ)’dir. Orijinal ölçeğin Türkçeye uyarlanmış formunun yapısal sorunlar (model uyumu, boyut ve madde sayısı vb.) içermesi nedeniyle çalışmanın öncelikli amacı ölçeği uyarlama çalışması yardımıyla daha sağlam bir yapıya kavuşturmaktır. İkinci olarak ölçekte, anahtar role sahip maddelerin belirlenmesi ve daha hızlı uygulama ve değerlendirme olanağı sağlayan bir kısa formun oluşturulması da hedeflenmiştir. Bu amaç doğrultusunda ÖÖAÖ 1841 öğretmen adayına uygulanmıştır. Toplanan verilerle SPSS’de gerçekleştirilen açımlayıcı faktör analizleri (AFA) yardımıyla 21 maddelik uzun ÖÖAÖ’ye ulaşılmıştır. Bu uzun formdaki maddelerden yola çıkarak uzman görüşleri ve AFA yardımıyla ÖÖAÖ’nün 14 maddeden oluşan kısa formu oluşturulmuştur. AFA sonuçları ölçeğin her iki formunun da orijinal ölçekle paralel olarak iki boyutlu bir yapıda olduğunu ortaya koymuştur. 21 maddelik uzun formda iki boyut altında toplanan maddelerin toplam varyansın % 45’ini açıkladığı, yapılandırmacı ve geleneksel boyut için Cronbach alfa güvenirlik katsayılarının sırasıyla .88 ve .92 olduğu belirlenmiştir. ÖÖAÖ kısa formu için açıklanan toplam varyansın %50,5, yapılandırmacı ve geleneksel boyut için Cronbach alfa güvenirlik katsayılarının sırasıyla .84 ve .81 olduğu görülmüştür. Uzun formda iki boyut altında yer alan maddelerin faktör yükleri .50’nin, kısa formda ise .64’ün üzerindedir.

References

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  • Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and teacher Education, 73, 141-150.
  • Arslan, S. & Özpınar, İ. (2008). Teachers’ qualifications: Comparison between primary school curriculum expectations and teachers acquisitions in education faculties. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. Vol. 2, Issue 1, pp. 38-63.
  • Bahçivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Bahçivan, E., Doruk, B. K., & Köse, İ. A. (2017). The path that a Turkish preservice teacher follows: A teaching belief system approach including ‘self’. Kalem International Journal of Education and Human Sciences, 7(1), 41-65.
  • Baş, G., & Baştuğ, M. (2021). Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools. Education and Information Technologies, 26(2), 1607-1625.
  • Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. (Revised ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
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  • Chan, K. W. (2001, December). Validation of measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference held at Fremantle, Perth,Australia .
  • Chan, K. W. and Elliott, R. G. (2004). Relational analysis of personal epis-temology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Creswell, J. W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Çakıroglu, E. & Çakıroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Çilenti, K.(1988). Eğitim Teknolojisi ve Öğretim, Yargıcı Matbaası, Ankara.
  • Doruk, B. K. (2014). The educational approaches of Turkish pre-service elementary mathematics teachers in their first teaching practices: Traditional or constructivist?. Australian journal of teacher education, 39(10), 8.
  • Doruk, B. K., Bahçivan, E., & Yavuzalp, N. (2018). Öğretmen adaylarının benlik saygıları, narsisizm düzeyleri ve öğrenme-öğretme yaklaşımları arasındaki ilişki üzerine bir inceleme. Turkish Journal of Educational Studies, 5(3), 118-139.
  • Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. H. U. Journal of Education. (38): 67-81.
  • Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers’ conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • Fang, Z. (1996). A review of research on teacherbeliefs and practices. Educational Research,38, 47-65.
  • Glasersfeld, E.von (1995). Radical constructivism: A way of knowing and learning. London: Falmer Press.
  • Glasersfeld, E. von (1989). Cognition, Construction of Knowledge, and Teaching. Synthese,80,121–140.
  • Güneş, E. ve Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1),65–90.
  • Kane, R., Sandretto, S. ve Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72 (2), 177-228.
  • Koballa, T. R, Graber, W., Coleman, D. C. and Kemp, A. C. (2000). Pro-spective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Koballa, T. ve Graber, W. (2001, August). Prospective science teachers’ conceptions of teaching and learning: A methodological reconsideration. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis, & M. Kallery (Ed.), Proceedings of the 3rd International Conference on Science Education Research in the Knowledge (Volume1, pp. 115–117). Thessaloniki, Greece: European Science Education Research Association.
  • Leung, W. L. A. (2008). Teacher concerns about curriculum reform: The case of project learning. The Asia-Pacific Education Researcher 17, 75-97.
  • Marton, F., Dall’Alba, G. and Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism Educational Researcher, Vol. 24, No. 7, pp. 5-12.
  • Piaget, J., & Inhelder, B. (1971). Psychology of the child. New York: Basic Books.
  • Saljö, R. (1979). Learning in the learner’s perspective: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
  • Struyven, K., Dochy, F., & Janssens, S. (2010) 'Teach as you preach': the effects of student-centred versus lecture-based teaching on student teachers' approaches to teaching.European Journal of Teacher Education, 33(1), 43–64.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: Allyn and Bacon.
  • Teo, T., & Chai, C. S. (2008). Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ). Asia-Pacific Education Researcher, 17(2), 215-224.
  • Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre‐service teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 163-174.
  • Tsai, C. C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Tsai, C. C. (2004). Conceptions of learning science among high school stu-dents in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Umay, A. (2007). Eski okul arkadasımız okul matematiğinin yeni yüzü. Ankara: Aydan Web.
  • Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th ed.), White Plains, NY, England: Longman Publishing.
Year 2022, , 1 - 18, 31.05.2022
https://doi.org/10.32433/eje.1004810

Abstract

References

  • Akcan, S. (2010). Sosyal bilgiler öğretiminde okul dışı çevre eğitimi unsurları (Bilecik ili örneği) (Yayınlanmamış Yüksek Lisans Tezi). Abant İzzet Baysal Üniversitesi. Bolu.
  • Aldrich, J. E., & Thomas, K. R. (2005). Evaluating constructivist beliefs of teacher candidates. Journal of Early Childhood Teacher Education, 25(4), 339-347.
  • Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and teacher Education, 73, 141-150.
  • Arslan, S. & Özpınar, İ. (2008). Teachers’ qualifications: Comparison between primary school curriculum expectations and teachers acquisitions in education faculties. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. Vol. 2, Issue 1, pp. 38-63.
  • Bahçivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Bahçivan, E., Doruk, B. K., & Köse, İ. A. (2017). The path that a Turkish preservice teacher follows: A teaching belief system approach including ‘self’. Kalem International Journal of Education and Human Sciences, 7(1), 41-65.
  • Baş, G., & Baştuğ, M. (2021). Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools. Education and Information Technologies, 26(2), 1607-1625.
  • Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. (Revised ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayınları.
  • Chan, K. W. (2001, December). Validation of measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference held at Fremantle, Perth,Australia .
  • Chan, K. W. and Elliott, R. G. (2004). Relational analysis of personal epis-temology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Creswell, J. W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Çakıroglu, E. & Çakıroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Çilenti, K.(1988). Eğitim Teknolojisi ve Öğretim, Yargıcı Matbaası, Ankara.
  • Doruk, B. K. (2014). The educational approaches of Turkish pre-service elementary mathematics teachers in their first teaching practices: Traditional or constructivist?. Australian journal of teacher education, 39(10), 8.
  • Doruk, B. K., Bahçivan, E., & Yavuzalp, N. (2018). Öğretmen adaylarının benlik saygıları, narsisizm düzeyleri ve öğrenme-öğretme yaklaşımları arasındaki ilişki üzerine bir inceleme. Turkish Journal of Educational Studies, 5(3), 118-139.
  • Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. H. U. Journal of Education. (38): 67-81.
  • Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers’ conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • Fang, Z. (1996). A review of research on teacherbeliefs and practices. Educational Research,38, 47-65.
  • Glasersfeld, E.von (1995). Radical constructivism: A way of knowing and learning. London: Falmer Press.
  • Glasersfeld, E. von (1989). Cognition, Construction of Knowledge, and Teaching. Synthese,80,121–140.
  • Güneş, E. ve Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1),65–90.
  • Kane, R., Sandretto, S. ve Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72 (2), 177-228.
  • Koballa, T. R, Graber, W., Coleman, D. C. and Kemp, A. C. (2000). Pro-spective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Koballa, T. ve Graber, W. (2001, August). Prospective science teachers’ conceptions of teaching and learning: A methodological reconsideration. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis, & M. Kallery (Ed.), Proceedings of the 3rd International Conference on Science Education Research in the Knowledge (Volume1, pp. 115–117). Thessaloniki, Greece: European Science Education Research Association.
  • Leung, W. L. A. (2008). Teacher concerns about curriculum reform: The case of project learning. The Asia-Pacific Education Researcher 17, 75-97.
  • Marton, F., Dall’Alba, G. and Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism Educational Researcher, Vol. 24, No. 7, pp. 5-12.
  • Piaget, J., & Inhelder, B. (1971). Psychology of the child. New York: Basic Books.
  • Saljö, R. (1979). Learning in the learner’s perspective: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
  • Struyven, K., Dochy, F., & Janssens, S. (2010) 'Teach as you preach': the effects of student-centred versus lecture-based teaching on student teachers' approaches to teaching.European Journal of Teacher Education, 33(1), 43–64.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: Allyn and Bacon.
  • Teo, T., & Chai, C. S. (2008). Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ). Asia-Pacific Education Researcher, 17(2), 215-224.
  • Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre‐service teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 163-174.
  • Tsai, C. C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Tsai, C. C. (2004). Conceptions of learning science among high school stu-dents in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Umay, A. (2007). Eski okul arkadasımız okul matematiğinin yeni yüzü. Ankara: Aydan Web.
  • Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th ed.), White Plains, NY, England: Longman Publishing.
There are 40 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Bekir Kürşat Doruk 0000-0002-5735-8463

Publication Date May 31, 2022
Submission Date October 5, 2021
Acceptance Date February 10, 2022
Published in Issue Year 2022

Cite

APA Doruk, B. K. (2022). Öğrenme ve Öğretme Anlayışı Ölçeğinin Revizyonu ve Kısa Formunun Geliştirilmesi. Erciyes Journal of Education, 6(1), 1-18. https://doi.org/10.32433/eje.1004810

ERCİYES JOURNAL OF EDUCATION [EJE]

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