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ÜNİVERSİTE ÖĞRENCİLERİNİN EPİSTEMOLOJİK İNANÇLARI İLE PROBLEM ÇÖZME BECERİLERİ ARASINDAKİ İLİŞKİLER

Yıl 2007, Cilt: 8 Sayı: 1, 31 - 50, 01.01.2007

Öz

Bu araştırmanın temel amacı, Eğitim Fakültesi ve Fen Edebiyat Fakültesi öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasında bir ilişki olup olmadığını belirlemek ve bunun fakülte, bölüm ve cinsiyetin ana etkisi ile fakülte ve bölümün cinsiyetle olan interaksiyon etkisi açısından durumunu ortaya koymaktır. Toplam 208 üniversite öğrencisi üzerinde yürütülmüş olan bu araştırmada, öğrencilerin epistemolojik inançları ve problem çözme becerileri üzerinde fakülte, bölüm ve cinsiyetin ana etkisi ile fakülte ve bölümün cinsiyetle olan interaksiyon etkisini saptamak amacıyla varyans analizi ve epistemolojik inançların problem çözme becerileri üzerine etkisini belirlemek amacıyla, regresyon analizi tekniği uygulanarak değerlendirmelere gidilmiştir. Gerekli analizler, SPSS 12.0 ve Jmp 5.0.1 paket programları kullanılarak yapılmıştır. Araştırmanın ortaya koyduğu sonuçlara göre, epistemolojik inançlar problem çözme becerileri üzerinde anlamlı farklılaşmalara neden olmuştur.

Kaynakça

  • Bakio lu, A. ve Hesapçıo lu, M. (1997). “Dü ünmeyi Ö retmekte Ö retmen ve Okul Yöneticisinin Rolü: Dü ünmek”, M.Ü. Atatürk E itim Fak., E itim Bilimleri Dergisi, Sayı: 9.
  • Baxter Magolda, B. M. (1992). “Students’ Epistemological and Academic Experiences: Implication For Pedagogy”, Review of Higher Education, 15 (3), 265-87.
  • Baxter Magolda, B. M. (1993). “The Convergence of Rational And Interpersonal Knowing In Young Adults’ Epistemological Development”, Educational Research Association, American Atlanta GA, 12-6.
  • Baxter Magolda, B. M. (1994). “Post- College Experiences and Epistemology”, Review of Higher Education, 18 (1), 25-44.
  • Baykul, Y. (1999). Matematik Ö retimi, Ank: ANI Yayınları.
  • Belenky, M.F., et. al., (1986). Women's Ways Development of Self, Voice And The Mind, New York, NY: Basic Books.
  • Bertelsen, D., et. al., (2002). “Caregivers’ Epistemological Beliefs in Toddler Programs”, Early Child Development and Care, 172 (1), 503-16.
  • Bingham, A. (1998). Çocuklarda Problem Çözme Yeteneklerinin Geli tirilmesi, (Çev: FerhanO uzkan), st: MEB Yayınları.
  • Boden, C. J. (2005). An Exploratory Study of The Relationship Between Epistemological Beliefs and Self- Directed Learning Readiness, Kansas State University.
  • Bromme, R. (2005). “Thinking and nowing About Knowledge”, Grouding Mathematics Education, 1-11.
  • Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2001). “Changing Epistemological Beliefs in Pre- Service Students”, Teaching in Higher Education Education, Vol: 6, No: 2, 247-68.
  • Brownlee, J. M. (2003). “Changes in Primary School Teachers’ Beliefs About Knowing: A Longitudinal Study”, Asia-Pasific Jornal of Teacher Education, 31 (1), 87-98.
  • Brownlee, J., Thorpe, K. & Stacey, P. (2005). “Improving Learning and Teaching In Early Childhood Teacher Education: A Focus On Personal Proceedings HERDSA Sydney, In Australia.
  • Buehl, M. M. & Alexander, P. A. (2001). “Beliefs About Academic Knowledge”, Educational Psychology Review, Vol: 13, No: 4, 385-418.
  • Buehl, M. M. (2003). “At The Crossroads: Exploring The Intersection of Epistemological Beliefs, Motivation and Culture”, Chicago: Amerikan Educational Research Association.
  • De Bono, E. (1998). Çocuklar Sorun Çözüyor, st: Remzi Kitapevi.
  • Deryakulu, D. ve Büyüköztürk, . (2002). “Epistemolojik nanç Ölçe inin Geçerlik ve Güvenirlik Çalı ması”, E itim Ara tırmaları Dergisi, 2 (8), 111-25.
  • Deryakulu, D. (2004). E itimde Bireysel Farklılıklar, (Edt: Yıldız Kuzgun ve Deniz Deryakulu), Ank: Nobel Yayınları.
  • Dweck, C. S. & Leggett, E. L. (1988). “A Social Cognitive Approach to Motivation and Personality”, Psychological Review, 95 (2), pp: 256-73.
  • Erden, M. (1997). Sosyal Bilgiler Ö retimi, st: Alkım Yayınları.
  • Golberger N. R. (1996). “Cultural Imperatives and Diversity in Ways of Knowing”, (Eds: N. Goldberger,J. Tarule
  • B. Clinchy & M. Belenky), Knowledge, Difference and Power, pp: 335–71, New York: Basic Books.
  • Heppner, P. & Peterson, C. H. (1982). “The Development and Implications of a Personal Problem Solving Inventory”, Journal of Counseling Psychology, 29: 66-75.
  • 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. Hofer, B. K. (2001). “Personal Research: Epistemology Implications for Learning and Teaching”, Journal of Educational Psychology Review, Vol: 13, No: 4, 353-83.
  • Jehng, J. J., et. al. (1993). “Schooling and Students’ Epistemolocigal Beliefs About Learning”, Contemporary Educational Psychology, 18, 23-35.
  • Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking, Second Edition, Columbus, OH: Merrrill, an imprint of Prentice Hall.
  • King, P. M. & Kitchener, K. S. (1994). Developing reflective judgement nderstanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults, San Francisco, CA: Jossey- Bass.
  • King, P. M. & Kitchener, K. S. (2004). “Reflective Judgement: Theory and Research on the Development of Epistemic Assumptions Through Adulthood”, Psychologist, 39 (1), 5-18.
  • Kuzgun, Y. (1995). Rehberlik ve Psikolojik Danı manlık, Ank: ÖSYM Yayınları.
  • Marrs, H. (2005). Culture, Epistemology and Academic Studying, Doctor of Education, Kansas State University, Manhattan, Kansas. MEB (1990). “Çalı maların De erlendirilmesi ve Öneriler”, Ölçme ve De erlendirme Sistemi Geli tirme Çalı maları, No: 5, Ank: ME Yayınevi.
  • Morgan, C. T. (2000). Psikolojiye Giri (Çev: H. Arıcı, O. Aydın, R. Bayraktar, O. Karaka , I. Sava ır, S. Topçu, P. Uçman, S. Hovardao lu, D. ahin, B. Tegin, R. Eski, A. Gülerce, G. Acar, R. Co tur, . Dinç, G. Uraz), 14. Baskı, Hacettepe Üniversitesi Psikoloji Bölümü Yayınları.
  • Noddings, N. (1991). “Stories in Dialogue; caring and interpersonal reasoning”, Eds: C. Witherell and N. Noddings), Stories Lives Tell: Narrative and Dialogue in Education, New York: Teachers’ College Press, pp. 157- 70.
  • Öngen, D. (2003). “Epistemolojik nançlar
  • le Problem Çözme Stratejileri Arasındaki li kiler: E itim Department of Educational Psychology, 222-32.
  • Schommer, M. (1990). “The Effects of Beliefs about The Nature of Knowledge on Comprehension”, Journal of Educational Pschology, 82: 498-504.
  • Schommer, M. (1994). An Emerging Conceptualization of Epistemological Beliefs and Their Role in Learning, (Eds: R. Garner & P. Alexander), Beliefs About Text and Text Instruction, Hillsdale, New Jersey: Erlbaum, pp. 25-39.
  • Schommer-Aikins M. &. Walker K., (1997). “Epistemological Beliefs And Considerations School: College for Admissions And Retention”, Research in Higher Education, 38 (2), pp: 173-86.
  • Schommer, M. & Dunnell, P. A. (1997). “Epistemological Beliefs of Gifted High School Students”, Roeper Review, 19 (3), 153-6.
  • Schommer-Aikins, M., et. al., (2003). “Epistemological Beliefs Across Domains Using Biglan’s Classification Disciplines”, Research in Higher Academic Education, 44 (3), 347-66.
  • Schommer-Aikins, M. (2004). “Explaining The Epistemological Belief System: Introducing The Embedded Systemic Model And Coordinated Research Approach”, Educational Psychologist, 39 (1), 19-29.
  • Schommer-Aikins, M., et. al. (2005). “Epistemological Beliefs, Mathematical Problem Solving Beliefs And Academic Performance of Middle School Students”, The Elementary School Journal, 105 (3), 289- 304.
  • Schoenfeld, A.H. (1983). “Beyond The Purely Cognitive: Belief Systems, Social Cognitions, And Metacognitions As Driving Forces In Cognitive Sciences, 7, pp: 329-63.
  • Schreiber, J. B. & Shinn, D. (2003). “Epistemological Beliefs of Community College Students and Their Learning Processes”, Journal of Research and Practice, 27: 699- 709.
  • Sonmaz, S. (2002). Problem Çözme Becerisi le Yaratıcılık ve Zeka Arasındaki li kinin ncelenmesi, (Yayınlanmamı Yüksek Lisans Tezi), Üniversitesi Marmara Bilimleri E itim Enstitüsü E itim Bilimleri Anabilim Dalı Rehberlik ve Psikolojik Danı manlık Bilim Dalı.
  • Uyar, M. (2002). E itime Yeni Bakı lar (Edt: Ali Murat Sünbül), Ank: Mikro Yayınları.
  • Whitmere, E. (2003). “Epistemological Beliefs And The Information- Seeking Behavior of Undergraduates”, Library & Information Science Research, 25 (2), 127-42.
  • Yıldırım, R. (1999). Ö renmeyi Ö renmek, st: Sistem Yayınları.
  • Young, I., et. al., (2001). “An Analysis of The Nature of Epistemological Beliefs: Investigating Factors Affecting the Epistemologicl Development of South Korean High School Students”, Asia PacificEducation Review, Vol: 2, No: 1

THE RELATIONSHIPS AMONG EPISTEMOLOGICAL BELIEFS AND PROBLEM SOLVING SKILLS OF UNIVERSITY STUDENTS

Yıl 2007, Cilt: 8 Sayı: 1, 31 - 50, 01.01.2007

Öz

The main purpose of this research was to determine the relationship s between epistemological beliefs and the problem solving skills of university students and to make clear the faculty, department and gender main effect and the interaction of gender on faculty and department. Subjects were 208 university students. At the research, variance analysis were used to find the faculty, department and gender main effect and the interaction of gender on faculty and department on students' epistemological beliefs and their problem solving skills; and were applied the technique of regression analysis to decide the effects of students' epistemological beliefs on their problem solving skills. Necessary analyses were made by using SPSS 12.0 and Jmp 5.0.1 package programmers. According to the results, significant differences were found on the problem solving skills in terms of epistemological beliefs

Kaynakça

  • Bakio lu, A. ve Hesapçıo lu, M. (1997). “Dü ünmeyi Ö retmekte Ö retmen ve Okul Yöneticisinin Rolü: Dü ünmek”, M.Ü. Atatürk E itim Fak., E itim Bilimleri Dergisi, Sayı: 9.
  • Baxter Magolda, B. M. (1992). “Students’ Epistemological and Academic Experiences: Implication For Pedagogy”, Review of Higher Education, 15 (3), 265-87.
  • Baxter Magolda, B. M. (1993). “The Convergence of Rational And Interpersonal Knowing In Young Adults’ Epistemological Development”, Educational Research Association, American Atlanta GA, 12-6.
  • Baxter Magolda, B. M. (1994). “Post- College Experiences and Epistemology”, Review of Higher Education, 18 (1), 25-44.
  • Baykul, Y. (1999). Matematik Ö retimi, Ank: ANI Yayınları.
  • Belenky, M.F., et. al., (1986). Women's Ways Development of Self, Voice And The Mind, New York, NY: Basic Books.
  • Bertelsen, D., et. al., (2002). “Caregivers’ Epistemological Beliefs in Toddler Programs”, Early Child Development and Care, 172 (1), 503-16.
  • Bingham, A. (1998). Çocuklarda Problem Çözme Yeteneklerinin Geli tirilmesi, (Çev: FerhanO uzkan), st: MEB Yayınları.
  • Boden, C. J. (2005). An Exploratory Study of The Relationship Between Epistemological Beliefs and Self- Directed Learning Readiness, Kansas State University.
  • Bromme, R. (2005). “Thinking and nowing About Knowledge”, Grouding Mathematics Education, 1-11.
  • Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2001). “Changing Epistemological Beliefs in Pre- Service Students”, Teaching in Higher Education Education, Vol: 6, No: 2, 247-68.
  • Brownlee, J. M. (2003). “Changes in Primary School Teachers’ Beliefs About Knowing: A Longitudinal Study”, Asia-Pasific Jornal of Teacher Education, 31 (1), 87-98.
  • Brownlee, J., Thorpe, K. & Stacey, P. (2005). “Improving Learning and Teaching In Early Childhood Teacher Education: A Focus On Personal Proceedings HERDSA Sydney, In Australia.
  • Buehl, M. M. & Alexander, P. A. (2001). “Beliefs About Academic Knowledge”, Educational Psychology Review, Vol: 13, No: 4, 385-418.
  • Buehl, M. M. (2003). “At The Crossroads: Exploring The Intersection of Epistemological Beliefs, Motivation and Culture”, Chicago: Amerikan Educational Research Association.
  • De Bono, E. (1998). Çocuklar Sorun Çözüyor, st: Remzi Kitapevi.
  • Deryakulu, D. ve Büyüköztürk, . (2002). “Epistemolojik nanç Ölçe inin Geçerlik ve Güvenirlik Çalı ması”, E itim Ara tırmaları Dergisi, 2 (8), 111-25.
  • Deryakulu, D. (2004). E itimde Bireysel Farklılıklar, (Edt: Yıldız Kuzgun ve Deniz Deryakulu), Ank: Nobel Yayınları.
  • Dweck, C. S. & Leggett, E. L. (1988). “A Social Cognitive Approach to Motivation and Personality”, Psychological Review, 95 (2), pp: 256-73.
  • Erden, M. (1997). Sosyal Bilgiler Ö retimi, st: Alkım Yayınları.
  • Golberger N. R. (1996). “Cultural Imperatives and Diversity in Ways of Knowing”, (Eds: N. Goldberger,J. Tarule
  • B. Clinchy & M. Belenky), Knowledge, Difference and Power, pp: 335–71, New York: Basic Books.
  • Heppner, P. & Peterson, C. H. (1982). “The Development and Implications of a Personal Problem Solving Inventory”, Journal of Counseling Psychology, 29: 66-75.
  • 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. Hofer, B. K. (2001). “Personal Research: Epistemology Implications for Learning and Teaching”, Journal of Educational Psychology Review, Vol: 13, No: 4, 353-83.
  • Jehng, J. J., et. al. (1993). “Schooling and Students’ Epistemolocigal Beliefs About Learning”, Contemporary Educational Psychology, 18, 23-35.
  • Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking, Second Edition, Columbus, OH: Merrrill, an imprint of Prentice Hall.
  • King, P. M. & Kitchener, K. S. (1994). Developing reflective judgement nderstanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults, San Francisco, CA: Jossey- Bass.
  • King, P. M. & Kitchener, K. S. (2004). “Reflective Judgement: Theory and Research on the Development of Epistemic Assumptions Through Adulthood”, Psychologist, 39 (1), 5-18.
  • Kuzgun, Y. (1995). Rehberlik ve Psikolojik Danı manlık, Ank: ÖSYM Yayınları.
  • Marrs, H. (2005). Culture, Epistemology and Academic Studying, Doctor of Education, Kansas State University, Manhattan, Kansas. MEB (1990). “Çalı maların De erlendirilmesi ve Öneriler”, Ölçme ve De erlendirme Sistemi Geli tirme Çalı maları, No: 5, Ank: ME Yayınevi.
  • Morgan, C. T. (2000). Psikolojiye Giri (Çev: H. Arıcı, O. Aydın, R. Bayraktar, O. Karaka , I. Sava ır, S. Topçu, P. Uçman, S. Hovardao lu, D. ahin, B. Tegin, R. Eski, A. Gülerce, G. Acar, R. Co tur, . Dinç, G. Uraz), 14. Baskı, Hacettepe Üniversitesi Psikoloji Bölümü Yayınları.
  • Noddings, N. (1991). “Stories in Dialogue; caring and interpersonal reasoning”, Eds: C. Witherell and N. Noddings), Stories Lives Tell: Narrative and Dialogue in Education, New York: Teachers’ College Press, pp. 157- 70.
  • Öngen, D. (2003). “Epistemolojik nançlar
  • le Problem Çözme Stratejileri Arasındaki li kiler: E itim Department of Educational Psychology, 222-32.
  • Schommer, M. (1990). “The Effects of Beliefs about The Nature of Knowledge on Comprehension”, Journal of Educational Pschology, 82: 498-504.
  • Schommer, M. (1994). An Emerging Conceptualization of Epistemological Beliefs and Their Role in Learning, (Eds: R. Garner & P. Alexander), Beliefs About Text and Text Instruction, Hillsdale, New Jersey: Erlbaum, pp. 25-39.
  • Schommer-Aikins M. &. Walker K., (1997). “Epistemological Beliefs And Considerations School: College for Admissions And Retention”, Research in Higher Education, 38 (2), pp: 173-86.
  • Schommer, M. & Dunnell, P. A. (1997). “Epistemological Beliefs of Gifted High School Students”, Roeper Review, 19 (3), 153-6.
  • Schommer-Aikins, M., et. al., (2003). “Epistemological Beliefs Across Domains Using Biglan’s Classification Disciplines”, Research in Higher Academic Education, 44 (3), 347-66.
  • Schommer-Aikins, M. (2004). “Explaining The Epistemological Belief System: Introducing The Embedded Systemic Model And Coordinated Research Approach”, Educational Psychologist, 39 (1), 19-29.
  • Schommer-Aikins, M., et. al. (2005). “Epistemological Beliefs, Mathematical Problem Solving Beliefs And Academic Performance of Middle School Students”, The Elementary School Journal, 105 (3), 289- 304.
  • Schoenfeld, A.H. (1983). “Beyond The Purely Cognitive: Belief Systems, Social Cognitions, And Metacognitions As Driving Forces In Cognitive Sciences, 7, pp: 329-63.
  • Schreiber, J. B. & Shinn, D. (2003). “Epistemological Beliefs of Community College Students and Their Learning Processes”, Journal of Research and Practice, 27: 699- 709.
  • Sonmaz, S. (2002). Problem Çözme Becerisi le Yaratıcılık ve Zeka Arasındaki li kinin ncelenmesi, (Yayınlanmamı Yüksek Lisans Tezi), Üniversitesi Marmara Bilimleri E itim Enstitüsü E itim Bilimleri Anabilim Dalı Rehberlik ve Psikolojik Danı manlık Bilim Dalı.
  • Uyar, M. (2002). E itime Yeni Bakı lar (Edt: Ali Murat Sünbül), Ank: Mikro Yayınları.
  • Whitmere, E. (2003). “Epistemological Beliefs And The Information- Seeking Behavior of Undergraduates”, Library & Information Science Research, 25 (2), 127-42.
  • Yıldırım, R. (1999). Ö renmeyi Ö renmek, st: Sistem Yayınları.
  • Young, I., et. al., (2001). “An Analysis of The Nature of Epistemological Beliefs: Investigating Factors Affecting the Epistemologicl Development of South Korean High School Students”, Asia PacificEducation Review, Vol: 2, No: 1
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Nilgün Aksan Bu kişi benim

Akif Sözer Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 8 Sayı: 1

Kaynak Göster

APA Aksan, N., & Sözer, A. (2007). ÜNİVERSİTE ÖĞRENCİLERİNİN EPİSTEMOLOJİK İNANÇLARI İLE PROBLEM ÇÖZME BECERİLERİ ARASINDAKİ İLİŞKİLER. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 31-50.

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