Öğretmen Adaylarının Epistemolojik İnançlarının Çoklu Değişkenler Açısından İncelenmesi

Year 2021, Volume: 22 Issue: 3, 2036 - 2069, 31.12.2021

İbrahim Serdar Kızıltepe , Tezcan Kartal

Abstract

Epistemolojik inançlar, öğrenme ve öğretmeye ilişkin inançlar açısından merkezi bir konumdadır. Epistemolojik inançların öğretmen adaylarının benimseyecekleri öğretim yaklaşımını etkileyeceği düşüncesinden yola çıkarak bu çalışmada öğretmen adaylarının epistemolojik inançları incelemişlerdir. Bu amaçla çalışmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Çalışma grubu farklı iki üniversitelerde öğrenim görmekte olan 3. ve 4. sınıf öğretmen adayları arasından basit seçkisiz örnekleme yöntemi kapsamında belirlenerek 714 kişi araştırmaya dahil edilmiştir. Öğretmen adaylarının epistemolojik inançlarına ilişkin görüşlerinin belirlenmesinde Conley, Pintrich, Vekiri ve Harrison (2004) tarafından geliştirilen ve birçok araştırmacı tarafından Türkçe’ye uyarlanan “Bilimsel Epistemolojik İnanç Ölçeği” kullanılmıştır. Veriler SPSS programında analiz edilmiştir. Araştırma sonuçlarına göre öğretmen adayları bilginin kesinliği ve kaynağına ilişkin naif epistemolojik inançlara, bilginin gerekçesi ve bilginin gelişimine ilişkin sofistike inançlara sahiptirler. Ayrıca öğretmen adayları bilginin kesinliği ve kaynağına ilişkin epistemolojik inançlarının erkek öğretmen adayları lehinedir. Fen öğretmen adaylarının epistemolojik inançları okul öncesi öğretmen adaylarına göre daha sofistikedir. Sınıf düzeyine göre ise öğretmen adaylarının epistemolojileri arasında anlamlı bir farklılık yoktur.

Keywords

Epistemolojik İnanç, Öğretmen Adayları, Demografik Değişkenler

Examination of Pre-Service Teachers' Epistemological Beliefs in Terms of Multiple Variables

Abstract

Epistemological beliefs are central to beliefs about learning and teaching. Considering that epistemological beliefs will affect pre-service teachers' teaching approaches, we examined preservice teachers' epistemological beliefs in this study. This study used a cross-sectional survey design. The participants were selected via a simple random sampling method among the 3rd, and 4th-grade preservice teachers enrolled in two different universities. Data obtained from 714 preservice teachers were included in the data analysis. The "Scientific Epistemological Belief Scale" developed by Conley, Pintrich, Vekiri, and Harrison (2004) and adapted into Turkish by many researchers was used to identify preservice teachers' epistemological beliefs. The data were analyzed using the SPSS program. Results showed that preservice teachers had naive epistemological beliefs about the certainty and source of knowledge and sophisticated beliefs about the justification of knowledge and the development of knowledge. In addition, preservice teachers' epistemological beliefs about the certainty and source of knowledge significantly differed in favor of males. The epistemological beliefs of preservice science teachers are more sophisticated than preservice preschool teachers. Besides, preservice teachers' epistemological beliefs did not differ significantly regarding grade level.

Keywords

Epistemological belief, Pre-services teachers, Demographic variable

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