Sosyal Yapılandırmacılık Öğretme Setinin Uygulandığı Öğretmen Adaylarının Bilgi, Öğrenme ve Öğretmeyle İlgili İnançlarında Değişiklikler

Abstract

Epistomolojik inançlar, bilgi nedir, nasıl oluşturulur ile ilgili bireylerin görüşleri, sınırlarının tanımlanması ve kriterlerinin belirlenmesidir. Bu çalışmanın amacı öğretmen adaylarının sosyal yapılandırmacı öğretim seti içinde bilgi, öğrenme ve öğretme inançlarına yönelik değişimlerin incelenmesidir. Çalışma 119 öğretmen adayı üzerinde uygulanmıştır. Bu çalışma, kontrol grubu olmadan ön test ve son test ile yapılan yarı deneysel bir çalışmadır. Veriler, Chai, Teo ve Lee (2009) tarafından geliştirilen “Öğrenme ve öğretme üzerine epistomolojik inançlar ölçeği” kullanılarak toplanmıştır. Bulgular, çalışmaya katılanların göreceli bilgileri üzerindeki inançları üzerinde pozitif yönde değişimin olduğunu ve mutlak bilgiye dair inançlarında görülür derecede azalma olduğunu göstermiştir. Ayrıca, öğrenme ortamlarının katılımcıların göreceli bilgilerle ilgili inançları üzerinde anlamlı etkisi olmuştur. Sonuçlar, öğretmen adaylarının bilgi, öğrenme ve öğretme inançlarında değişiklikler meydana geldiğini kanıtlamıştır

Keywords

• Epistomolojik inançlar, Sosyal yapılandırmacılık, Bilgi, Öğrenme, Öğretme

Changes in the Beliefs of the Prospective Teachers on Knowledge, Learning and Teaching in a Social Constructivist Teaching Setting Applied

Abstract

Epistemological beliefs are the individuals’ point of view on what is knowledge, how to accumulate it, defining its boundaries and identifying the criteria. This study aims to investigate whether there is a change in the beliefs of the prospective teachers related to knowledge, learning and teaching in a social constructive teaching setting.The research has been conducted with 119 prospective teachers. This study is a semi-experimental one conducted with pretest and post-test without a control group. Data has been collected with ‘Epistemological Belief on Learning and Teaching’ scale developed by Ching Sing Chai, Timothy Teo and Chwee Beng Lee. The findings indicated a positive change in the beliefs of the candidates about relative knowledge and a visible decrease in the beliefs about absolute knowledge. Also, learning environment significantly affected the beliefs of the prospective teachers about relative knowledge. The results have proven that there occurred changes on the beliefs of prospective teachers’ knowledge, learning and teaching

Keywords

• Epistemological belief, Social constructive, Knowledge, Learning, Teaching

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