The Relationship between Teachers 'Professional Beliefs and Students' Attitudes towards Problem Solving: Willingness, Persistence and Confidence

Yıl 2020, Cilt: 28 Sayı: 4, 1882 - 1891, 20.07.2020

Elif Kılıçoğlu Oktay Erbay

https://doi.org/10.24106/kefdergi.772493

Öz

In this study, it was investigated whether there is a relationship between teachers 'professional beliefs and students' attitudes towards problem solving. The concept of attitude towards problem solving expressed here is represented by the categories of willingness, persistence and confidence. The research was carried out with 12 classroom teachers who continue their education in the 4th grade of a public primary school and 395 students who continue their education. In this study, which was conducted according to the relational screening model, which was one of the quantitative research types, the data were obtained with two types of scales: professional belief scale applied to teachers and problem solving attitude inventory applied to students. Descriptive and inferential statistics were used in the data analysis. The results of the analysis show that teachers' professional beliefs are concentrated in affective and behavioral dimensions. In addition, a relationship was found between teachers 'professional beliefs and students' attitudes towards solving promlem within the framework of the sub-dimensions of both variables.

Anahtar Kelimeler

mathematics education, professional belief, elementary education, primary school students, correlational screening

Öğretmenlerin Mesleki İnançları ile Öğrencilerin Problem Çözmeye Yönelik Tutumları Arasındaki İlişki: İsteklilik, Sebat ve Güven

Öz

Bu çalışmada öğretmenlerin mesleki inançları ile öğrencilerin problem çözmeye yönelik tutumları arasında ilişkinin olup olmadığı incelenmiştir. Burada ifade edilen problem çözmeye yönelik tutum kavramı isteklilik, sebat ve güven kategorileri ile temsil edilmektedir. Araştırma bir devlet ilkokulunun 4. sınıfında öğretime devam eden 12 tane sınıf öğretmeni ve öğrenime devam eden 395 öğrenci ile gerçekleştirilmiştir. Nicel araştırma türlerinden ilişkisel tarama modeline göre yapılan bu çalışmada veriler iki tür ölçek ile elde edilmiştir: öğretmenlere uygulanan mesleki inanç ölçeği ve öğrencilere uygulanan problem çözme tutum envanteri. Veri analizinde betimsel ve çıkarımsal istatistik kullanılmıştır. Analiz sonuçları öğretmenlerin mesleki inançlarının duyuşsal ve davranışsal boyutta yoğunlaştığını göstermektedir. Ayrıca öğretmenlerin mesleki inançları ile öğrencilerin problem çözmeye yönelik tutumları arasında iki değişkenin de alt boyutları çerçevesinde ilişki bulunmuştur.

Anahtar Kelimeler

matematik eğitimi, mesleki inanç, temel eğitim, ilkokul öğrencileri, korelasyonel ilişki tarama

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