Araştırma Makalesi
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Öğretmen Adaylarının Epistemolojik İnançlarının Çoklu Değişkenler Açısından İncelenmesi

Yıl 2021, Cilt 22, Sayı 3, 2036 - 2069, 31.12.2021

Öz

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.

Kaynakça

  • Aksan, N. & Sözer, M. A. (2007). The relationships among epistemological beliefs and problem solving skills of university students, Journal of Kırşehir Education Faculty ,8(1), 31-50.
  • Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Boehle, M. (2020). Personal epistemological beliefs & teaching practices: A case study of three high school history teachers. Doctoral Dissertation, Northern Illinois University, Illinois.
  • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33(4), 814-840.
  • Brownlee, J., Edwards, A., Berthelsen, D., & Boulton-Lewis, G. (2011a). Self-authorship in child care student teachers: Is there a link between beliefs and practice?. In J. Brownlee, G. J. Schraw & Donna Berthelsen (Eds.). Personal epistemology and teacher education, (pp. 68-83). Taylor & Francis Group: London.
  • Brownlee, J., Schraw, G., & Berthelsen, D. (2011b). Personal epistemology and teacher education: An emerging field of research. In J. Brownlee, G. J. Schraw & Donna Berthelsen (Eds.). Personal epistemology and teacher education, (pp. 3-21). Taylor & Francis Group: London.
  • Buehl, M. M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 247e264). New York: Routledge.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415-449.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Chai, C. S., Hong, H. Y., & Teo, T. K. G. (2009). Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT use: A comparative study. The Asia-Pacific Education Researcher, 18(1), 117-128.
  • Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285-298.
  • Chan, K-W., & Elliott, R. G. (2000). Exploratory study of epistemological beliefs to hong kong teacher education students: Resolving conceptual and empirical issues. Asia Pacific Journal of Teacher Education, 28(3), 225-234.
  • Chan, K. W. (2011). Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instructional Science, 39(1), 87-108.
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Christensen, L. B., Burke Johnson, R., & Turner, L. A. (2014). Research Methods, Design, and Analysis (12th Ed.). Boston: Pearson Education.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum
  • 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.
  • Deryakulu, D. (2004). Epistemolojik inançlar. İçinde Y. Kuzgun & D. Deryakulu (Eds.), Eğitimde bireysel farklılıklar (s. 259-287). Nobel Akademik Yayıncılık: Ankara.
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeği faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları, 5(18), 57-70.
  • Ekinci, N. (2017). Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 344-358.
  • Enman, M., & Lupart, J. (2000). Talented female students' resistance to science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics. High Ability Studies, 11(2), 161-178.
  • Er, K. O. (2013). A Study of the Epistemological Beliefs of Teacher Candidates in Terms of Various Variables. Eurasian Journal of Educational Research, 50, 207-226.
  • Eroğlu, S. E., & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (16), 295-312.
  • Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock 'n' roll) (3rd Edition). Washington DC: SAGE Publication.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). Validity and reliability, how to design and evaluate research in science education (8th Ed.). Mc Graw–Hill Companies.
  • Greeno, J. G. (1989). A perspective on thinking (Vol. 44, No. 2, p. 134). American Psychological Association.
  • Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
  • 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.
  • İçen, M. (2012). Sosyal bilgiler öğretmenlerinin epistemolojik inançlarının sınıf içi uyguladıkları öğretim stratejileri ile ilişkisi. Erzincan Üniversitesi, Sosyal Bilimler Enstitüsü, Yayımlanmamış Yüksek Lisans Tezi. Erzincan.
  • Kardash, C. M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational psychology, 92(3), 524-535.
  • Kartal, B., & Kartal, T. (2018). Examining pre-service teachers’ technology acceptance. International Symposium on Educational and Social Sciences in Turkish Cultural Geography, 27-30 June 2018/Baku-Azerbaijan.
  • Khalid, M., Hashmi, A., & Javed, Z. (2021). Relationship between Prospective Teachers’ Epistemological Beliefs and their Conceptions about Teaching and Learning. Ilkogretim Online, 20(4), 1681-1689.
  • Kızılgüneş, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Koç. S., & Memduhoğlu, H. B. (2017). Öğretmen Adaylarının Epistemolojik İnançları: Bir Karma Yöntem Çalışma. Elektronik Sosyal Bilimler Dergisi, 16(60), 119-134.
  • Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 120-146.
  • Levy, P. S., Lemeshow, S. (1999). Sampling of Populations: Methods and Applications (3rd Ed.). Wiley Series in Survey Methodology, A Wiley-Interscience Publication: New York.
  • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29(2), 103–128.
  • MEB (2018). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar), http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Otting, H., Zwall, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Qian, G. & Alvermann, D. E. (2000) Relationship between epistemological beliefs and conceptual change learning. Reading and Writing Quarterly, 16(1), 59–74.
  • Sadıç, A., Çam, A. & Topçu, M. S. (2012). İlköğretim öğrencilerinin epistemolojik inançlarının cinsiyet ve sınıf düzeyine göre incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran 2012, Niğde.
  • Schommer-Aikins, M., Duell, O. K., & Barker, S. (2003). Epistemological beliefs across domains using Biglan's classification of academic disciplines. Research in Higher Education, 44(3), 347-366.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-443.
  • Sinatra, G. M. & Kardash, C. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29(4), 483-498.
  • Sing, C. C., & Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological Studies across Diverse Cultures (pp. 287-299). Springer, Dordrecht.
  • Şekercioğlu, A. G., Yıldırır, H. E. (2018). Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 12(1), 205-227.
  • Tabachnick, B. G., & Fidel, L. S. (2019). Using multivariate statistics (Seventh Edition). Boston: Pearson.
  • Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26(6), 1238-1248.
  • Taşkın, T. (2021). An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables. Bartın University Journal of Faculty of Education, 10(2), 325-341.
  • URL 1. (2020). Sample size calculator. Retrived from https://www.surveysystem.com/sscalc.htm
  • Üztemur, S., Dinç, E., & İnel, Y. (2020). The Relationships between Middle School Teachers' Epistemological Beliefs and Learner Autonomy Support Behaviours: The Role of Teaching-Learning Conceptions as the Mediating Variable. Education & Science, 45(202), 211-239.
  • Wheeler, D. L., & Montgomery, D. (2009). Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study. Educational Studies in Mathematics, 72(3), 289-306.
  • White, B. C. (2000). Pre-service teachers' epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching, 26(3), 279-305.
  • Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, 231-260.

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

Yıl 2021, Cilt 22, Sayı 3, 2036 - 2069, 31.12.2021

Öz

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.

Kaynakça

  • Aksan, N. & Sözer, M. A. (2007). The relationships among epistemological beliefs and problem solving skills of university students, Journal of Kırşehir Education Faculty ,8(1), 31-50.
  • Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  • Boehle, M. (2020). Personal epistemological beliefs & teaching practices: A case study of three high school history teachers. Doctoral Dissertation, Northern Illinois University, Illinois.
  • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33(4), 814-840.
  • Brownlee, J., Edwards, A., Berthelsen, D., & Boulton-Lewis, G. (2011a). Self-authorship in child care student teachers: Is there a link between beliefs and practice?. In J. Brownlee, G. J. Schraw & Donna Berthelsen (Eds.). Personal epistemology and teacher education, (pp. 68-83). Taylor & Francis Group: London.
  • Brownlee, J., Schraw, G., & Berthelsen, D. (2011b). Personal epistemology and teacher education: An emerging field of research. In J. Brownlee, G. J. Schraw & Donna Berthelsen (Eds.). Personal epistemology and teacher education, (pp. 3-21). Taylor & Francis Group: London.
  • Buehl, M. M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 247e264). New York: Routledge.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415-449.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Chai, C. S., Hong, H. Y., & Teo, T. K. G. (2009). Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT use: A comparative study. The Asia-Pacific Education Researcher, 18(1), 117-128.
  • Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285-298.
  • Chan, K-W., & Elliott, R. G. (2000). Exploratory study of epistemological beliefs to hong kong teacher education students: Resolving conceptual and empirical issues. Asia Pacific Journal of Teacher Education, 28(3), 225-234.
  • Chan, K. W. (2011). Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instructional Science, 39(1), 87-108.
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Christensen, L. B., Burke Johnson, R., & Turner, L. A. (2014). Research Methods, Design, and Analysis (12th Ed.). Boston: Pearson Education.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum
  • 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.
  • Deryakulu, D. (2004). Epistemolojik inançlar. İçinde Y. Kuzgun & D. Deryakulu (Eds.), Eğitimde bireysel farklılıklar (s. 259-287). Nobel Akademik Yayıncılık: Ankara.
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeği faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları, 5(18), 57-70.
  • Ekinci, N. (2017). Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 344-358.
  • Enman, M., & Lupart, J. (2000). Talented female students' resistance to science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics. High Ability Studies, 11(2), 161-178.
  • Er, K. O. (2013). A Study of the Epistemological Beliefs of Teacher Candidates in Terms of Various Variables. Eurasian Journal of Educational Research, 50, 207-226.
  • Eroğlu, S. E., & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (16), 295-312.
  • Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock 'n' roll) (3rd Edition). Washington DC: SAGE Publication.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). Validity and reliability, how to design and evaluate research in science education (8th Ed.). Mc Graw–Hill Companies.
  • Greeno, J. G. (1989). A perspective on thinking (Vol. 44, No. 2, p. 134). American Psychological Association.
  • Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
  • 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.
  • İçen, M. (2012). Sosyal bilgiler öğretmenlerinin epistemolojik inançlarının sınıf içi uyguladıkları öğretim stratejileri ile ilişkisi. Erzincan Üniversitesi, Sosyal Bilimler Enstitüsü, Yayımlanmamış Yüksek Lisans Tezi. Erzincan.
  • Kardash, C. M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational psychology, 92(3), 524-535.
  • Kartal, B., & Kartal, T. (2018). Examining pre-service teachers’ technology acceptance. International Symposium on Educational and Social Sciences in Turkish Cultural Geography, 27-30 June 2018/Baku-Azerbaijan.
  • Khalid, M., Hashmi, A., & Javed, Z. (2021). Relationship between Prospective Teachers’ Epistemological Beliefs and their Conceptions about Teaching and Learning. Ilkogretim Online, 20(4), 1681-1689.
  • Kızılgüneş, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Koç. S., & Memduhoğlu, H. B. (2017). Öğretmen Adaylarının Epistemolojik İnançları: Bir Karma Yöntem Çalışma. Elektronik Sosyal Bilimler Dergisi, 16(60), 119-134.
  • Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 120-146.
  • Levy, P. S., Lemeshow, S. (1999). Sampling of Populations: Methods and Applications (3rd Ed.). Wiley Series in Survey Methodology, A Wiley-Interscience Publication: New York.
  • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29(2), 103–128.
  • MEB (2018). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar), http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Otting, H., Zwall, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
  • Qian, G. & Alvermann, D. E. (2000) Relationship between epistemological beliefs and conceptual change learning. Reading and Writing Quarterly, 16(1), 59–74.
  • Sadıç, A., Çam, A. & Topçu, M. S. (2012). İlköğretim öğrencilerinin epistemolojik inançlarının cinsiyet ve sınıf düzeyine göre incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran 2012, Niğde.
  • Schommer-Aikins, M., Duell, O. K., & Barker, S. (2003). Epistemological beliefs across domains using Biglan's classification of academic disciplines. Research in Higher Education, 44(3), 347-366.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
  • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562.
  • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-443.
  • Sinatra, G. M. & Kardash, C. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29(4), 483-498.
  • Sing, C. C., & Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological Studies across Diverse Cultures (pp. 287-299). Springer, Dordrecht.
  • Şekercioğlu, A. G., Yıldırır, H. E. (2018). Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 12(1), 205-227.
  • Tabachnick, B. G., & Fidel, L. S. (2019). Using multivariate statistics (Seventh Edition). Boston: Pearson.
  • Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26(6), 1238-1248.
  • Taşkın, T. (2021). An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables. Bartın University Journal of Faculty of Education, 10(2), 325-341.
  • URL 1. (2020). Sample size calculator. Retrived from https://www.surveysystem.com/sscalc.htm
  • Üztemur, S., Dinç, E., & İnel, Y. (2020). The Relationships between Middle School Teachers' Epistemological Beliefs and Learner Autonomy Support Behaviours: The Role of Teaching-Learning Conceptions as the Mediating Variable. Education & Science, 45(202), 211-239.
  • Wheeler, D. L., & Montgomery, D. (2009). Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study. Educational Studies in Mathematics, 72(3), 289-306.
  • White, B. C. (2000). Pre-service teachers' epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching, 26(3), 279-305.
  • Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, 231-260.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

İbrahim Serdar KIZILTEPE (Sorumlu Yazar)
KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ
0000-0002-6210-5372
Türkiye


Tezcan KARTAL
KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ
0000-0001-7609-3555
Türkiye

Erken Görünüm Tarihi 21 Eylül 2021
Yayımlanma Tarihi 31 Aralık 2021
Başvuru Tarihi 2 Eylül 2021
Kabul Tarihi 29 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 22, Sayı 3

Kaynak Göster

APA Kızıltepe, İ. S. & Kartal, T. (2021). Öğretmen Adaylarının Epistemolojik İnançlarının Çoklu Değişkenler Açısından İncelenmesi . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 22 (3) , 2036-2069 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/64975/990289

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