Adaptation of Internet-Specific Epistemic Justification Inventory to Turkish Culture in the Context of History Teaching

Year 2020, Volume: 9 Issue: 1, 152 - 169, 24.05.2020

Servet Üztemur , Erkan Dinç

https://doi.org/10.17497/tuhed.683267

Cited By: 2

Abstract

The aim of this research is
to adapt the “Internet-Specific Epistemic Justification Inventory” to Turkish
culture and conduct validity and reliability tests. Due to the wide scope of
knowledge obtained from the internet, the subject focus of this research is
limited to historical knowledge accessed via the internet. The study was
conducted with the participation of 192 randomly selected prospective social
studies teachers continuing their education at Uşak and Necmettin Erbakan
Universities in the 2019-2020 academic year. The results of confirmatory factor
analysis and alpha internal consistency calculations revealed that the
three-dimensional (personal justification, justification by multiple sources
and justification by authority) structure of the 12-item inventory is valid and
reliable in Turkish culture. The research results were discussed in the context
of epistemic justification strategies and historical reasoning and historical
contextualization skills adopted by young people in the process of testing the
accuracy of knowledge claims they encounter in the web in post-truth times when
the internet is used as a source of knowledge.

Keywords

History Teaching , Epistemic Justification , Post-truth Times , Social Studies , Historical Contextualization

Tarih Öğretimi Bağlamında İnternete Özgü Epistemik Gerekçelendirme Ölçeğinin Türk Kültürüne Uyarlaması

Abstract

Bu
araştırmanın amacı “İnternete Özgü Epistemik Gerekçelendirme Ölçeği”ni Türk
kültürüne uyarlayarak geçerlik ve güvenilirlik çalışmalarını yapmaktır.
İnternetten edinilen bilgilerin kapsamının çok geniş olması nedeniyle, bu
araştırmada konu alanı internet üzerinden erişilen tarihsel bilgiler ile
sınırlandırılmıştır. Çalışma Uşak ve Necmettin Erbakan Üniversitelerinde
2019-2020 öğretim yılında öğrenimine devam eden rastgele seçilmiş 192 sosyal
bilgiler öğretmen adayıyla gerçekleştirilmiştir. Doğrulayıcı faktör analizi ve
alfa iç tutarlılık hesaplamaları sonuçları, 12 maddelik ölçeğin üç boyutlu
(kişisel gerekçelendirme, çoklu kaynaklar tarafından gerekçelendirme ve otorite
tarafından gerekçelendirme) orijinal yapısının Türk kültüründe geçerli ve
güvenilir olduğunu ortaya koymuştur. Araştırma sonuçları; internetin bilgi
kaynağı olarak kullanıldığı post-truth zamanlarda, gençlerin web ortamında
karşılaştıkları bilgi iddialarının doğruluğunu sınama sürecinde benimsedikleri
epistemik gerekçelendirme stratejileri ile tarihsel muhakeme ve tarihsel
bağlamsallaştırma becerileri bağlamında tartışılmıştır.   

Keywords

Tarih Öğretimi , Epistemik Gerekçlenedirme , Post-truth Zamanlar , Sosyal Bilgiler

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