Eğitimde Epistemolojik İnançlar: Türkiye Bağlamını Esas Alan Bir İçerik Analizi (2002-2020)

Year 2021, Volume: 3 Issue: 1, 1 - 19, 01.06.2021

Servet Üztemur Emre Sevigen Birsel Arıkan Vakıfa Gül Çelik

https://doi.org/10.47157/jietp.846148

Abstract

Epistemolojik inançlar, kişilerin bilginin ve bilgi ediniminin doğasına yönelik bireysel inançlarıdır. Bu araştırmanın amacı; Türkiye’de eğitim bilimleri alanında konu alanı olarak epistemolojik inançları ele alan çalışmaları irdeleyerek bu çalışmaları tür, araştırma modeli, yıl, veri toplama araçları, branş, çalışma grubu, benimsenen model ve ilişkili olduğu değişkenler bakımından ayrıntılı bir biçimde analiz etmektir. Nitel araştırma yönteminin benimsendiği araştırmada doküman analizi tekniğiyle 195 makale, 43 doktora tezi ve 94 yüksek lisans tezine ulaşılmıştır. Elde edilen verilere içerik analizi uygulanmıştır. Araştırma sonuçları; Türkiye’de eğitim bilimleri alanında epistemolojik inanç araştırmalarının her geçen yıl daha da arttığını ve örneklem grubu olarak öğretmen adaylarının daha çok tercih edildiğini ortaya koymuştur. İlkokul ve lise öğrencileri, özel yetenekli öğrenciler, öğretim elemanları ve öğretmenler üzerine yapılan çalışmalar çok azdır. En fazla araştırmanın fen ve sınıf eğitimi alanlarında yapıldığı görülmüştür. Nicel araştırma yaklaşımın çok baskın olduğu çalışmalarda verilerin çok büyük bir oranda ölçekler aracılığıyla toplandığı görülmüştür. Tek boyutlu gelişimsel modellerin aksine Schommer tarafından geliştirilen çok boyutlu epistemolojik inanç sisteminin Türk araştırmacılar tarafından daha çok benimsendiği görülmüştür. Araştırma sonuçları, epistemolojik inançların öğretme-öğrenme sürecinde pek çok önemli değişkenle ilişkili olduğunu ortaya koymuştur. Araştırma sonuçlarından hareketle eğitimde epistemolojik inançlar ile ilgili araştırmalar yapmak isteyen çalışmacılara Türkiye bağlamının mevcut bir resmi ortaya konularak çeşitli önerilerde bulunulmuştur.

Keywords

Epistemolojik inançlar, eğitim bilimleri, doküman analizi, nitel araştırma, içerik analizi

A Content Analysis of Epistemological Beliefs in Education in the Turkey Context (2002-2020)

Abstract

Epistemological beliefs refer to individuals’ beliefs about the nature of knowledge and knowledge acquisition. This paper aims at examining studies on epistemological beliefs in educational sciences in Turkey and presenting an in- depth analysis of these studies in terms of type, research design, year, data collection tools, discipline, study group, model used and associated variables. A qualitative research design was used in this study and a total of 195 articles, 43 doctoral theses and 94 MSc theses were examined using the document analysis method. Content analysis was conducted on the obtained data. The findings obtained in the present study revealed that the number of epistemological beliefs studies in educational sciences in the Turkey Context has increased year after year and teacher candidates were the most preferred sample among researchers. There were relatively few studies on primary and high school students, gifted students, faculty members, and teachers. a majority of the studies were on science and classroom education. It was found that in studies where quantitative research methods were mostly used, data were generally collected through scales. It was determined that unlike one-dimensional developmental models, Turkish researchers generally use Schommer's multidimensional epistemological belief system. The findings of the current study pointed out that epistemological beliefs were related to many key variables in the teaching-learning process. Based on the obtained results, the current picture of the epistemological beliefs studies on education in the Turkey context was presented and some suggestions for future research were made.

Keywords

Epistemological beliefs, education sciences, document analysis, qualitative research, content analysis

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