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Abstract

The purpose of this study is to identify the relationships between epistemological beliefs, learning approaches and university entrance scores of freshmen pre-service science teachers, and to investigate whether there is a significant difference among their Undergraduate Placement Examination scores based on the levels of epistemological beliefs and learning approaches. The survey research design was used in this study and the study group consisted of 290 freshmen pre-service science teachers at Mersin University, İstanbul University, Cumhuriyet University, Mugla University, Gazi University and Dokuz Eylul University at the autumn term of 2014-2015 academic year. Epistemological Beliefs Questionnaire and Revised Two Factor Study Process Questionnaire were used to gather the data. Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze the data obtained from the questionnaires. As a result of the analysis, it was concluded that pre-service science teachers’ beliefs of learning depend on effort and innate ability were more developed, they preferred deep approach more than surface approach, there was no significant relationship between university entrance scores and learning approaches, but there was significant relationship between university entrance scores and epistemological beliefs, the university entrance scores showed no significant difference based on levels of learning approaches and epistemological beliefs

Keywords

• learning approach, epistemological beliefs, university entrance score

Fen Bilgisi Öğretmen Adaylarının Epistemolojik İnançları, Öğrenme Yaklaşımları ve LYS Puanları Arasındaki İlişkiler

Abstract

Bu çalışmanın amacı fen bilgisi öğretmenliğine yeni başlayan öğretmen adaylarının epistemolojik inançlarını, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkileri belirlemek ve LYS puanının öğretmen adaylarının öğrenme yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık gösterip göstermediğini incelemektir. Bu araştırma tarama türünde olup çalışma grubunu 2014-2015 eğitim-öğretim yılı güz döneminde Mersin Üniversitesi, İstanbul Üniversitesi, Cumhuriyet Üniversitesi, Muğla Üniversitesi, Gazi Üniversitesi ve Dokuz Eylül Üniversitesi fen bilgisi öğretmenliği programına yeni başlayan 290 öğretmen adayı oluşturmuştur. Verilerin toplanmasında epistemolojik inançlar ölçeği ile iki faktörlü çalışma süreci ölçeği kullanılmıştır. Toplanan verilerin normal dağılım özellikleri göstermemesinden dolayı veri analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Analiz sonucunda fen bilgisi öğretmen adaylarının öğrenmenin çabaya ve yeteneğe bağlı inançlarının gelişmiş olduğu, daha çok derin öğrenme yaklaşımını tercih ettikleri,  LYS puanlarıyla çalışma yaklaşımları arasında anlamlı bir ilişki olmadığı; ancak epistemolojik inançlarıyla çok zayıf ve anlamlı bir ilişki olduğu, LYS puanlarının çalışma yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık göstermediği belirlenmiştir. 

Keywords

• öğrenme yaklaşımı, epistemolojik inanç, LYS puanı

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