Examination of the Attitudes of Preschool Teacher Candidates and Teacher Candidates in Other Branches Towards Scientific Research in Terms of Some Variables

Year 2017, Volume: 6 Issue: 1, 1 - 13, 15.01.2017

Fatma Yasar Ekici

https://doi.org/10.12973/eu-jer.6.1.1

Abstract

The main objective of this study is to examine the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. Survey method was used. The study group consists of 547 teacher candidates studying in education faculty of a private university in the spring term of 2015-2016 in Istanbul province. Personal Information Form, Scale of Attitude towards Scientific Research were used as data collection tool. According to the results; Preschool teacher candidates’ levels of reluctance to help researchers and negative attitudes towards research are lower when compared to Turkish language teacher candidates. Preschool teacher candidates’ positive attitudes towards researchs and researchers are higher when compared to Turkish language teacher candidates. Guidence and psychological counselor candidates’ negative attitudes towards research are lower when compared to Turkish language teacher candidates. The levels of reluctance to help researchers of male teacher candidates are higher when compared to female teacher candidates. Negative attitudes towards research of the teacher candidates who do not take the course of scientific research methods are higher when compared to the teacher candidates who take the research methods course. The teacher candidates’ attitudes towards research do not vary by age, grade level and the academic success average.

Keywords

Preschool teacher candidate, attitude towards scientific research

References

• Ata, A. & Yenilmez, K. (2012). Matematik ogretmeni adaylarinin bilimsel arastirmalara yonelik tutumlarinin incelenmesi [Examination of math teacher candidates’ attitudes towards scientific research]. X. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, Bildiri e-Kitabi, 27-30 Haziran 2012, Nigde Universitesi, Nigde, Turkiye.
• Ayaydin, A. & Kurtuldu, M. K. (2010). Guzel sanatlar egitimi bolumu ogrencilerinin bilimsel arastirma yontemleri dersine iliskin tutumlari [Attitudes of fine arts education students towards scientific research methods lesson], Abant Izzet Baysal Universitesi Dergisi, 10/2, 1-8.
• Bahtiyar, A. & Can, B. (2016). Fen ogretmen adaylarinin bilimsel surec becerileri ile bilimsel arastirmaya yonelik tutumlarinin incelenmesi [Examination of the scientific process skills and attitudes towards scientific research of prospective science teachers], Buca Egitim Fakultesi Dergisi, 42, 47-58.
• Bektur, T.; Yasar, H.; Kucukkaragoz, H. & Titiz, T. (1997). Ezbersiz egitim [Education without masters],Nasil Bir Egitim Sistemi: Guncel Uygulamalar Ve Gelecege Iliskin Oneriler Egitim Sempozyumu, 10-12 Nisan, Izmir, 139-47.
• Benton, S. E. & B. W. Jerrolds. (1983). A comparison of educational research attidudes and achievement. Paper presented at the Annual Meeting of the Georgia Educational Research Association. Athens, GA, Nov 18, 1983. (ERIC ED238928).
• Benton, S. E. and B. W. Jerrolds. (1982). Predicting success in an educational research course. Paper presented at the Annual Meeting of the Georgia Educational Research Association. Atlanta, GA, Nov 19, 1982. (ERIC ED226020).
• Bibi, F.; Lqbal, H. M. & Majid, N. (2012). Attitude of prospective teachers towards research: Implications for teacher education in Pakistan. Contemporary Educational Researches Journal, 1, 8-14.
• Bicer, M.; Bozkirli, K. C. & Er, O. (2013). Turkce ogretmeni adaylarinin bilimsel arastirmaya yonelik tutumlarinin degerlendirilmesi [Evaluation of Attitudes Towards Scientific Research of Turkish Language Prospective Teachers], A.U. Turkiyat Arastirmalari Enstitusu Dergisi, 50, 327-342.
• Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your, Doctoral Thesis. Bellingham: OwlBooks.
• Camuzcu-Asiroglu, S. (2016). Ogretmen adaylarinin bilimsel arastirmaya yonelik tutumlari ile bilimsel arastirma dersindeki basarilari arasindaki iliskinin incelenmesi [Examining the relation between the attitudes of teacher candidates towards scientific research and their success levels at scientific research classes], Usak Universitesi Egitim Arastirmalari Dergisi, 2/2, 72-84.
• Cone, J.D. & Foster, S.L. (1993). Dissertations and theses from start to finish: Psychology and related fields. New York: American Psychological Association.
• Cooke, N. L.; Test, D. W.; Heward, W. L.; Spooner, F. & Courson, F. H. (1993). Teachers’ opinions of research and ,instructional analysis in the classroom. Teacher Education and Special Education, 16/4, 319-329.
• Costa, N.; Marques, L. & Kempa, R. (2000). Science teachers’ awareness of findings from education research. Research in Science and Technological Education, 1, 37-44. doi:10.1080/713694955.
• Cousins, J. & Walker, C. (2000). Predictors of educators' valuing of systematic inquiry in schools. Canadian Journal of Program Evaluation, 15(Special issue), 25-52.
• Cakmak, Z.; Taskiran, C. & Bulut, B. (2015). Sosyal bilgiler ogretmen adaylarinin bilimsel arastirmaya yonelik tutumlarinin incelenmesi [Examining Attitudes of Social Studies Pre-Service Teachers Towards Scientific Research], Adiyaman Universitesi Egitim Bilimleri Dergisi, 5/2, 266-287.
• Cepni, S. & Kucuk, M. (2003). Egitim arastirmalarinin fen bilgisi ogretmenlerinin uygulamalari uzerindeki etkilerinin belirlenmesi: Bir ornek olay calismasi [Determination of the effects of educational research on science teachers' practices: A case study], Egitim Arastirmalari, 2, 75-84.
• Cetin, A. & Dikici, R. (2014). Egitim bilimlerinde arastirma yontemleri dersinin etkililigi [The effectiveness of “research methods in educational sciences” course], Kastamonu Egitim Dergisi, 22/3, 981.
• Cinar, M. & Koksal N. (2013). Sosyal bilgiler ogretmen adaylarinin bilime ve bilimin dogasina yonelik gorusleri Social studies preservice teachers’ views on science and the nature of science], Mersin Universitesi Egitim Fakultesi Dergisi, 9/2, 43-57.
• Cogaltay, N. (2016). Bilimsel arastirma yontemleri dersinin ogretmen adaylarinin bilimsel epistemolojik inanclari ve bilimsel arastirmalara yonelik tutumlari uzerindeki etkisi [The Effect of the methods of scientific research course on preservice teachers’ scientific epistemological beliefs and attitudes towards scientific researches], Mus Alparslan Universitesi Sosyal Bilimler Dergisi, 4/2, 125-140.
• Cokluk-Bokeoglu, O. & Yilmaz, K. (2005). Universite ogrencilerinin elestirel dusunmeye yonelik tutumlari ile arastirma kaygilari arasindaki iliski. [The relationship between attitudes of university students towards critical thinking and research anxieties], Kuram ve Uygulamada Egitim Yonetimi, 41, s.47-67.
• De Jong, O. (2004). Mind your step: Bridging the research-practice gap. Australian Journal of Education in Chemistry, 6(1), 5-9.
• Diri, F.U. (2007). Istatistik dersine yonelik tutumlarin arastirilmasi: Meslek yuksekokul ornegi. [The analysis of the attitudes towards statistics case of vocational school], Unpublished master dissertation. Ankara: Gazi Universitesi, Fen Bilimleri Enstitusu.
• Ekiz, D. (2006). Sinif ogretmenlerinin egitim arastirmalarina karsi tutumlari [Primary School Teachers' Attitudes towrds Educational Research], Kuram ve Uygulamada Egitim Bilimleri Dergisi, 6/2, 373-402.
• Everton, T.; Galton, M. & Pell, T. (2000). Teachers’ perspectives on educational research: Knowledge and context. Journal of Education for Teaching, 2, 167-182. doi:10.1080/02607470050127081
• Gilbert, J. K.; De Jong O.; Justi R.; Treagust, D. F. & Van Driel, J. H. (Eds.). (2003). Chemical education: Towards researchbased practice. Dordrecht: Kluwer.
• Gitlin, A.; Barlow, L.; Burbank, M. D.; Kauchak, D. & Stevens, T. (1999). Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education. Teaching and Teacher Education, 15/7, 753-769. doi:10.1016/S0742-051X(99)00015-3.
• Greenwood, C.R., & Maheadly, L. (2001). Are future teachers aware of the gap between research and practice and what should they know? Teacher Education and Special Education, 4, 333-347. doi:10.1177/088840640102400407
• Hoshmand, L. L. (1991). Clinical inquiry as scientific training. Journal of Counseling-Psychologist. 19/3, 431-53.
• Isakson, R. L. & Ellsworth, R. (1978). Teachers’ attitudes toward educational research: It’s time for a change. The Teacher Educator, 14/2, 9-13.
• Ilhan, A.; Celik, H. C. & Aslan, A. (2016). Evaluating the Attitudes of University Students about Scientific Research, Inonu University Journal of the Faculty of Education, 17/2, 141-156. DOI: 10.17679/iuefd.17218132
• Jordan, D.J. & Roland, M. (1999). An Examination of Differences between Academics and Practitioners in Frequency of Reading Research and Attitudes toward Research. Journal of Leisure Research, 31/2, 166.
• Karasar, N. (2015). Bilimsel arastirma yontemi [Scientific research method]. Ankara: Nobel Yayin Dagitim.
• Kart, A. & Gelbal, S. (2014). Ogretmen adaylarinin bilimsel arastirma oz yeterlik algilarinin ikili karsilastirmali yargilar yontemiyle belirlenmesi. [Determining prospective teachers' self-efficacy perception on scientific skills via pair-wise comparison method], Egitimde ve Psikolojide Olcme ve Degerlendirme Dergisi, 5/1, 12-23.
• Kaya, V. H.; Afacan, O.; Polat, D. & Urtekin, A. (2013). Ilkogretim ogrencilerinin bilim insani ve bilimsel bilgi hakkindaki gorusleri (Kirsehir ili ornegi) [The Primary School Students' Views on Scientists and Scientific Knowledge (Sample of Kirsehir)]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 14/1, 305-325.
• Kempa, R. (2002). Research and research utilization in chemical education. Chemistry Education: Research and Practice in Europe, 3, 327-343.
• Korkmaz, O.; Sahin, A. & Yesil, R. (2011a). Bilimsel arastirmaya yonelik tutum olcegi gecerlilik ve guvenirlik calismasi [Study of validity and reliability of scale of attitude towards scientific research], Ilkogretim Online, 10/3, 962-973.
• Korkmaz, O.; Sahin, A. & Yesil, R. (2011b). Ogretmen adaylarinin bilimsel arastirmalara yonelik tutumlari [Students’ attitudes towards scientific research in the faculty of education], International Online Journal of Educational Sciences, 3/3, 1169-1194.
• Korkmaz, O.; Sahin, A. & Yesil, R. (2011c). Ogretmenlerin bilimsel arastirmalara ve arastirmacilara iliskin dusunceleri [Teachers’ opinion regarding scientific researches and researchers], Kuramsal Egitimbilim, 4/2, 109-127.
• Kurt, A. A.; Izmirli, O. S.; Firat, M. & Izmirli, S. (2011). Bilimsel arastirma yontemleri dersine iliskin bilgisayar ve ogretim teknolojileri egitimi bolumu ogrencilerinin goruslerinin incelenmesi [An ,investigation of computer education and instructional technology students’ views about the scientific research methods course], Dumlupinar Universitesi Sosyal Bilimler Dergisi, 30, 19-28.
• Llewellyn, D. (2002). Inquiry within: Implementing inquiry- based science standarts. USA: Corwinn Pres, Inc. A Sage Publications Company.
• Madsen, D. (1991). Successful dissertations and theses: a guide to graduate student research from proposal to completion. New York: Jossey Bass.
• Marczyk, G.R.; DeMatteo, D.& Festinger, D. (2005). Essentials of research design and methodology. Hoboken, NJ, US: John Wiley & Sons Inc.
• McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry. (7th Edition). London: Pearson.
• Nartgun, Z.; Uluman, M.; Akin, C.; Celik, T.; Cevik, C.; Sanli, H. & Gulozer, A. (2008). Ogretmen adaylarinin bilimsel arastirma oz yeterliklerinin incelenmesi [Examination of scientific research self-efficacy of teacher candidates], 17. Egitim Bilimleri Kongresi. 1-3 Eylul 2008, Sakarya Universitesi, Sakarya, Turkiye.
• Ozturk, M. A. (2010). An exploratory study on measuring educators’ attitudes toward educational research. Educational Research and Reviews, 5/12, 758-769.
• Papanastasiou, E. C. (2014). Revised-attitudes toward research scale (R-ATR); A First Look at its Psychometric Properties Journal of Research in Education, 24/2, 146-159.
• Papanastasiou, E. C. (2005). Factor structure of the attitudes toward research scale. Statistics Education Research Journal, 4/1, 16-26.
• Papanastasiou, E. C., & Zembylas, M. (2008). Anxiety in undergraduate research method courses: Its nature and implications. International Journal of Research and Method in Education, 31, 155-167.
• Polat, M. (2014). Egitim fakultesi ogrencilerinin bilimsel arastirmaya yonelik tutumlari [Students’ attitudes towards scientific research in the faculty of education], Pamukkale Universitesi, Sosyal Bilimler Enstitusu Dergisi,18, 77-90.
• Sammy King-fai, H. (2004). Attitudes toward research: the care of curriculum leadres in Hong Kong. International Education Research Conference, “Doing The Public Good: Positioning Education Research, University of Melbourne, Australia.
• Saracaloglu, A. S. (2008). Lisansustu ogrencilerin akademik gudulenme duzeyleri, arastirma kaygilari ve tutumlari ile arastirma yeterlikleri arasindaki iliski [The relationship between post graduate students' academic motivation level, research anxiety and attitudes with their research competence], Yuzuncu Yil Universitesi, Egitim Fakultesi Dergisi, 5/2, 179-208.
• Saracaloglu, A. S.; Varol, R. & Ercan, I. E. (2005). Lisansustu egitim ogrencilerinin bilimsel arastirma kaygilari arastirma ve istatistige yonelik tutumlari ile arastirma yetenekleri arasindaki iliski Relationship between scientific anxiety, attitudes towards research and statistics and research skills of master students. Buca Egitim Fakultesi Dergisi, 17, s.187-199.
• Shkedi, A. (1998). Teachers’ attitudes towards research: A challenge for qualitative researchers. Qualitative Studies in Education, 4, 559-577. doi:10.1080/095183998236467
• Sahin C. & Altinay, Y. (2009). Ilkogretim I. kademedeki ogrencilerin dusunme becerilerini ve yaraticiliklarini gelistirmek amaciyla aktif arastirmaci olarak arastirma tekniklerini kullanma becerilerinin degerlendirilmesi, [Evaluation of the primary school students’ skills of using research techniques as active researchers in order to improve the thinking skills and creativity], The First International Congress of Educational Research, Canakkale, Turkiye, (1-3 Mayis 2009), 5-5
• Tasdemir, M. ve Tasdemir, A. (2011). Ogretmen adaylarinin bilimsel arastirmalari inceleme yeterlikleri [Scientific Research Review Competences of Prospective Teachers], Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi, 26, 343-353.
• Tavsancil, T. E. (1995). Arastirmaya yonelik tutumlar ve likert tutum olcegi [Attitudes towards research and likert attitude scale], Egitim Bilimleri I. Ulusal Kongresi, 1169-1178, Adana: Cukurova Universitesi Yayinlari.
• Tay, B.; Demirci-Guler, M. P. & Tasdemir, A. (2009). Sinif ogretmenligi ogrencilerinin bilimsel arastirma yontemleri dersi basari duzeyleri ve dusunceleri [Levels of success and thoughts of classroom teaching students' scientific research methods], VIII. Ulusal Sinif Ogretmenligi Egitimi Sempozyumu, Eskisehir, Turkiye.
• Tekbiyik, A. ve Ipek, C. (2007). Sinif Ogretmeni Adaylarinin Fen Bilimlerine Yonelik Tutumlari ve Mantiksal Dusunme becerileri [Pre-service primary teachers’ attitudes toward science and their logical thinking skills], YYU Egitim Fakultesi Dergisi. 4(1), 102-117.
• Ucgun, D. & Unal, E. (2015). Turkce ve sinif ogretmenlerinin egitim arastirmalarina yonelik tutumlarinin incelenmesi [Evaluation of Turkish and primary school teachers’ attitudes towards education researches], Erzincan Universitesi Sosyal Bilimler Enstitusu Dergisi (ERZSOSDE), OS-II, 85-94.
• McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35/3, 357-382. doi:10.1080/03057640500319065.
• Ulutas, O. (2009). An investigation of pre-service elementary science teachers’ scientific literacy level and their attitudes towards science. Unpublished Master Dissertation, The Graduate School Of Social Science, Middle East Technical University, Ankara.
• Uzunoglu, S. (1997). Bilgi cagindaki egitimin temel ozellikleri [Basic characteristics of education in the information age]. Nasil Bir Egitim Sistemi: Guncel Uygulamalar ve Gelecege Iliskin Oneriler egitim Sempozyumu, 10-12 Nisan, Izmir, 555-64.
• Walker, D. A. (2010). A confirmatory factor analysis of the attitudes toward research scale. Multiple Linear Regression Viewpoints, 36/1, 18-27.
• Walker, C. A. & Cousins, J. B. (1994). Influences on teachers’ attitudes toward applied educational research. Paper presented at the Annual Meeting of the American Evaluation Association. Boston, MA, Nov, 1994. (ERIC ED378155)
• Winans, K. S. & Madhavan, S. (1992). Some factors influencing undergraduate pharmacy students’ perception of and attitudes toward research related activities. American Journal of Pharmaceutical Education. 56/1, 29-35.
• Yasar, M. (2014). Bilimsel arastirma yontemleri dersine yonelik tutum olcegi gelistirme calismasi: Gecerlik ve guvenirlik [Developing an Attitude Scale Related to Scientific Research Methods Course: Validity and Reliability], Egitim Bilimleri Arastirmalari Dergisi, 4/2, 109-129.
• Yavuz, M. (2009). Egitim arastirmalari ile ilgili ogretmen ve yonetici goruslerinin analizi [An analysis of thought of teachers and principals on educational research], Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 27, 143-158.
• Yavuz-Konokman, G. Y.; Tanriseven, I. & Karasolak, K. (2013). Ogretmen adaylarinin egitim arastirmalarina iliskin tutumlarinin cesitli degiskenlere gore incelenmesi [Examining Prospective Teachers’ Attitudes towards Educational Research according to Several Variables], Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 14/1 141-158.