Öğretmen Adaylarının Bilgisayar Destekli Eğitime Yönelik Tutumları ile Epistemolojik İnançları Arasındaki İlişkinin İncelenmesi

Abstract

The aim of this study is to investigate the relationship between teacher candidates' attitudes towards computer assisted instruction and their epistemological beliefs. In line with this aim, the study was conducted based on correlative survey method. The participants of the study were 386 teacher candidates enrolled at the department of Primary School Education in Atatürk Faculty of Education, Marmara University during the Fall Semester of 2012-2013 academic year. The Attitude Scale towards Computer Assisted Instruction developed by Arslan and the Epistemological Beliefs Scale developed by Schommer and adapted to Turkish by Deryakulu and Büyüköztürk were used as data collection instruments. The data collected were analyzed through Pearson Product-Moment Correlation Coefficient and stepwise regression using SPSS 20.0 package program. The results of the study indicate that there was a statistically significant relationship between the teacher candidates' attitudes towards computer-assisted instruction, their beliefs on that learning was based on efforts, and that teaching was based on skills. The relationship between the teacher candidates' attitudes towards computer based instruction and their beliefs that there was only one truth was not found to be statistically significant. Moreover, it was determined in the study that the teacher candidates' beliefs towards the nature of learning could account for 21% of attitudes towards computer assisted instruction. The findings were discussed in the light of the related literature.

Keywords

• Attitude towards computer assisted instruction, epistemological belief, teacher candidates

ÖĞRETMEN ADAYLARININ BİLGİSAYAR DESTEKLİ EĞİTİME YÖNELİK TUTUMLARI İLE EPİSTEMOLOJİK İNANÇARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Öz

Bu araştırmada öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile epistemolojik inançları arasındaki ilişkinin incelenmesi amaçlanmaktadır. Bu amaca uygun olarak araştırma, ilişkisel tarama modeline göre yürütülmüştür. Araştırmanın katılımcılarını 2012-2013 Öğretim Yılı Güz Dönemi'nde Marmara Üniversitesi Atatürk Eğitim Fakültesi İlköğretim Bölümü'nde öğrenim gören 386 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak, Arslan tarafından geliştirilen Bilgisayar Destekli Eğitime Yönelik Tutum Ölçeği ile Schommer tarafından geliştirilen ve Deryakulu ve Büyüköztürk tarafından Türkçe'ye uyarlanan Epistemolojik İnanç Ölçeği kullanılmıştır. Araştırmanın verileri SPSS 20.0 paket programı kullanılarak Pearson Momentler Çarpımı Korelasyonu ve adımsal regresyon ile analiz edilmiştir. Araştırma sonuçları, öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile öğrenmenin çabaya bağlı olduğuna yönelik inançları ve öğretmenin yeteneğe bağlı olduğuna yönelik inançları arasında anlamlı ilişki bulunduğunu göstermiştir. Öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumları ile tek bir doğrunun var olduğuna yönelik inançları arasındaki ilişki ise istatistiksel açıdan anlamlı bulunmamıştır. Araştırmada ayrıca, öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumlarının %21'inin öğrenmenin doğası hakkındaki inançları ile açıklanabildiği tespit edilmiştir. Araştırmada elde edilen bulgular ilgili literatür ışığında tartışılmıştır.

Anahtar Kelimeler

• bilgisayar destekli eğitime yönelik tutum, epistemolojik inanç, öğretmen adayları

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