ÖĞRETMEN ADAYLARININ BİLİMSEL EPİSTEMOLOJİK İNANÇLARINDAKİ DEĞİŞİM ÜZERİNE KARŞILAŞTIRMALI BİR ÇALIŞMA

Abstract

Bu çalışmanın amacı bilimsel araştırma yöntemleri dersi ile bu ders kapsamında farklı bilimsel araştırmaları incelemenin sınıf öğretmeni adaylarının bilimsel epistemolojik inançları üzerindeki etkisini belirlemektir. Bu amaç doğrultusunda Ege bölgesinde bulunan bir Eğitim Fakültesinin Sınıf Öğretmenliği Anabilim Dalında öğrenim gören 99 öğretmen adayına Pomeroy (1993) tarafından geliştirilen ve Deryakulu ve Bıkmaz (2003) tarafından Türkçe ’ye uyarlanan “Bilimsel Epistemolojik İnançlar Ölçeği” uygulanmıştır. 14 hafta süren çalışmada bilimsel epistemolojik inançlar ölçeği ön-son test olarak bir ders saati süresince çalışmadan önce ve çalışma sonrasında uygulanmıştır. Nicel verilerin analizinde aritmetik ortalamalar, paired sample t-testi ve ? = .05 için ANCOVA analizleri yapılmıştır. Elde edilen sonuçlar bilimsel araştırma yöntemleri dersi kapsamında farklı bilimsel araştırmaları incelemenin öğretmen adaylarının bilimsel epistemolojik inançlarını yapılandırmacı inançlara doğru değiştirme etkili olduğunu, ancak bu etkinin çok fazla olmadığını göstermektedir.

Keywords

• inançlar,epistemolojik inançlar,bilimsel epistemolojik inançlar,inançlardaki değişim

A Comparative Study on The Change of Pre-service Teachers’ Scientific Epistemological Beliefs

Abstract

The purpose of this study was to investigate the effect of both scientific research method course and examining Master and Doctoral dissertation on pre-service primary school teachers’ scientific epistemological beliefs. The sample of the study consisted of 99 pre-service primary school teachers from and education faculty in the Aegean Region of Turkey. The data were obtained from a likert-type questionnaire “Scientific Epistemological Beliefs” designed by Pomeroy (1993) and translated into Turkish language by Deryakulu and Bıkmaz (2003). The questionnaire was used as pre-and-post tests in the study that took place in 14 weeks. It was administered to the participants by the researchers before and after the course during a single class period. In the analysis of the quantitative data, the mean, the paired-sample t-test and ANCOVA with ? = .05 were employed. The results of the study show that both scientific research method course and examining master and doctoral dissertation were effective to change the pre-service primary school teachers’ scientific epistemological beliefs, but this effect was not strong.

Keywords

• beliefs,epistemological beliefs,scientific epistemological beliefs,changing beliefs

References

1. Aksan, N. & Sözer, M.A. (2007). Üniversite Öğrencilerinin Epistemolojik İnançları ile Problem Çözme Becerileri Arasındaki İlişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 31-50.
2. Aypay, A. (2011). The Adaptation of the Teaching-Learning Conceptions Epistemological Beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29. and Its Relationships with
3. Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim 38(169), 249-262.
4. Baxter-Magolda, M.B. (1988). The impact of the freshman year on epistemological development: Gender differences. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans: LA.
5. Biçer, B. (2013). Öğretmen adaylarının epistemolojik inançları ve eğitim-öğretim faaliyetlerine ilişkin benimsedikleri eğitim felsefeleri arasındaki ilişki. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
6. Brownlee, J. (2004). Teacher education students' epistemological beliefs: Developing a relational model of teaching. Research in Education, 72(1), 1-17.
7. Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in higher Education, 6(2), 247-268.
8. Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385-418.

9. Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. Psychology, 75(2), 203-221. British Journal of Educational
10. Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186- 204.
11. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 4th ed. Boston: Pearson
12. Davis, E. A. (1997). Students' epistemological beliefs about science and learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago IL.
13. Dede, Y., & Karakuş, F. (2014). The effect of teacher training programs on mathematics. Educational Sciences: Theory & Practice, 14(2), 804-809.
14. Demir,Ö. & Acar, M. (1992) Sosyal Bilimler Sözlüğü, Ankara: Vadi Yayınları
15. Deryakulu, D., & Bikmaz, F. H. (2003). The validity and reliability study of the scientific epistemological beliefs survey. Journal of Educational Sciences & Practices, 2(4). 243-257.
16. Elliott, B., & Chan, K. W. (1998). Epistemological beliefs in learning to teach: Resolving conceptual and empirical issues. Retrieved 17 April http://www.leeds.ac.uk/educol/documents/000000859.htm
17. Frank, M. L. (1988). Problem solving and mathematical beliefs. Arithmetic Teacher, 35(5), 32-34.
18. Hacıömeroğlu, G. (2011). Sınıf öğretmeni adaylarının matematiksel problem çözmeye ilişkin inançlarını yordama epistemolojik inançlarının incelenmesi. Buca Eğitim Fakültesi Dergisi, 30, 206-220.
19. Hart, L. (2002). Preservice teachers' beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14.
20. Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science teaching, 33(1), 47-63.
21. Hiebert, J., & Stigler, J. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS video study. The Elementary School Journal, 101(1), 3-20.
22. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
23. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), 88-140.
24. Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29(2), 164-185.
25. Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65, 331-347.
26. Gregoire, M. (1999). Paradoxes and paradigms in an eighth grade pre- algebra class: A case study of a “Good” math teacher. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.
27. İçen, M., İlğan, A., & Göker, H. (2013). Sosyal bilgiler öğretmen adaylarının (Anatolian Journal of Educational Leadership and Instruction), 1(2), 2-11. inançlarının analizi.E-AJELI
28. Kaplan, A. O., & Akgul, E. M. (2009). Prospective elemantary science teachers’ Behavioral Sciences, 1(1), 2529-2533. beliefs.
29. Kayan, F. ve Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218-226.
30. Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19(1), 43-59.
31. Lin, T. J., Deng, F., Chai, C. S., & Tsai, C. C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37-47.
32. Meral, M., & Çolak, E. (2009). Öğretmen adaylarının bilimsel epistemolojik inançlarının incelenmesi. Ondokuz Mayıs University Journal of Education, 27. 129-146.
33. Mohamed, M. T., & El-Habbal, M. (2013). The relationship between epistemic beliefs and academic performance: are better students always Developmental Psychology, 3(1), p158. Journal of Educational and
34. Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain- generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development Psychology Review, 18(1), 3-54. a theoretical framework. Educational
35. Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2011). Elementary students’ scientific epistemological beliefs in relation to socio-economic status and gender. Journal of science teacher education, 22(2), 115-127.
36. Özkal, K. (2007). “Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to learning.” Yayınlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi, Ankara.
37. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-333.
38. Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, 1999(78), 17-25.
39. Phan, H. P. (2008). Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study. British journal of educational psychology, 78(1), 75-93.
40. Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science education, 77(3), 261-278.
41. Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550-576.
42. Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath & A. C. McAninch (Eds.), Advances in teacher education series, (pp. 1- 22). Greenwich, CT: Information Age.
43. Roth, W. M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of research in Science Teaching, 31(1), 5-30.
44. Schoenfeld, A. H. (1989). Ideas in the air: speculations on small group learning, environmental and cultural influences on cognition, and epistemology. International Journal of Educational Research, 13(1), 71-88.
45. Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental belief systems: The psychological consequences for children (pp. 345-371). Hillsdale, NJ: Erlbaum.
46. Silverman, J. C. (2007). Epistemological beliefs and attitudes toward inclusion in pre-service teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(1), 42-51.
47. Sing Chai, C., Teo, T., & Beng Lee, C. (2009). The change in epistemological beliefs and beliefs about teaching and learning: A study among pre-service teachers. Asia-Pacific Journal of Teacher Education, 37(4), 351-362.
48. Sosu, E. M., & Gray, D. S. (2012). Investigating change in epistemic beliefs: An evaluation of the impact of student teachers’ beliefs on International Journal of Educational Research, 53, 80-92.
49. Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
50. Thompson, A. (1992). Teachers beliefs and conceptions: A synthesis of the research. In A. D. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 127-146). New York: Macmillan.
51. Toluk-Uçar, Z. & Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 321-332. matematiksel inançları ve
52. Toluk-Uçar, Z., Pişkin, M., Akkaş, E. N. ve Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları. Eğitim ve Bilim, 35(155), 131-144.
53. Topçu, M. S.& Yılmaz-Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
54. Tsai, C. C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82(4), 473-489.
55. Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193-205.
56. Tümkaya, S. (2012). The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles. Educational Sciences: Theory and Practice, 12(1), 88-95.
57. Valanides, N., & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, 30(3), 314-330.
58. Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.
59. Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of research in science teaching, 35(2), 145-160.