Fen Bilgisi Öğretmen Adaylarının Epistemolojik İnançları: Bir Q Metot Çalışması

Yıl 2021, Cilt: 29 Sayı: 5, 1074 - 1087, 31.12.2021

Günkut Mesci , Büşra Tuncay Yüksel

https://doi.org/10.24106/kefdergi.774451

Öz

Çalışmanın amacı, fen bilgisi öğretmen adaylarının epistemolojik inançlarını ve bu inançların olası nedenlerini incelemektir. Bu çalışmanın teorik çerçevesini Schommer’in çok boyutlu epistemolojik inanç modeli oluşturmaktadır. Bu çalışma öznel yapıları, tutumları ve bakış açılarını bireylerin bakış açısından ortaya çıkarmayı amaçlayan Q yöntemi kullanılarak tasarlanmıştır. Bu çalışmanın örneklemini 12 fen bilgisi öğretmen adayı oluşturmaktadır. Veriler, Epistemolojik İnanç Envanteri kullanılarak her katılımcı ile görüşmeler yapılarak toplanmıştır ve tüm görüşmeler Q analizi için kaydedilmiştir. Dokuz yığın aralığındaki otuz iki maddede tüm faktörler PQ-metodu yazılımında centroid faktör analizi ile belirlenmiştir. Bulgulara göre, katılımcıların bilimsel bilginin değişebilirliği, öznellik ve öğrenme farklılıkları ile ilgili gelişmiş görüşlere sahip oldukları ve her şeyi bilen bir otoritenin varlığını reddettikleri sonucu bulunmuştur. Öğretmen adaylarının epistemolojik inançlarının oluşumunda temel olarak üniversitede aldıkları derslerin, kişisel deneyim ve gözlemlerinin ve içinde bulundukları sosyokültürel yapının etkili olduğu görülmüştür. Q-metodu kullanılarak yürütülen bu çalışmanın fen bilgisi eğitimi araştırma yaklaşımlarına önemli bir değer katabileceği ve bu yöntemin gelecekteki çalışmalarda daha sık kullanılmasına olanak sağlayacağı varsayılmaktadır.

Anahtar Kelimeler

Epistemolojik İnançlar, Q metot, Fen Bilgisi Öğretmen Adayları

Pre-service Science Teachers’ Epistemological Beliefs: A Q Method Study

Öz

The purpose of the study is to investigate pre-service science teachers’ epistemological beliefs and the possible causes of these beliefs. This study is theoretically framed by using Schommer’s multi-dimensional Epistemological Beliefs Model. This study is designed using the Q-method, which aims to reveal subjective structures, attitudes and perspectives from the viewpoint of the individuals. The sample of this study consists of 12 pre-service science teachers. Data are collected using the Epistemological Beliefs Inventory throughout interviewing with each participant separately, and all interviews are audio recorded for Q analysis. Within thirty-two items in the nine ranges of intervals, all the factors are determined by centroid factor analysis in PQ-method software. According to the analyses, participants have informed understandings about tentativeness of scientific knowledge, subjectivity, learning differences, and they mostly deny the existence of omniscient authority. It is also found that courses are taken in college, personal experiences and observations, and socio-cultural structure are effective in forming the epistemological beliefs of the pre-service science teachers. It is assumed that this study with Q-method might contribute valuable insights and have implications for research in science education and allow this method to be used more frequently in future studies.

Anahtar Kelimeler

Epistemological beliefs, Q-method, Pre-service science teachers

Kaynakça

• Akhtar-Danesh, N. (2017) A Comparison between Major Factor Extraction and Factor Rotation Techniques in Q-Methodology. Open Journal of Applied Sciences, 7, 147-156.
• Akhtar-Danesh, N., Batunann, A., & Cordingley, L. (2008). Q-methodology in nursing research: a promising method for the study of subjectivity. Western Journal of Nursing Research, 30(6), 759-773 doi:10.1177/0193945907312979
• Baxter Magolda, M. B. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development. College Student Journal, 21(1), 46 58.
• Bendixen, L. G., Schraw, G., & Dunkle, M. E. (1998). Epistemic Beliefs and moral reasoning. The Journal of Psychology: Interdisciplinary and Applied, 132(2), 187-200 doi;10.1080/00223989809599158
• Braten, I. & Stromso, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29(4), 371-388 doi:10.1016/j.cedpsych.2003.10.001
• Braten, I. & Stromso, H. I. (2006). Predicting achievement goals in two different academic contexts: a longitudinal study. Scandinavian Journal of Educational Research, 50(2), 127-148 doi:10.1080/00313830600575932
• Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. Yale University Press, New Haven.
• Brown, S. R. (1996). Q Methodology and qualitative research. Qualitative Health Research, 6(4), 561–567.
• Chai , C. S., Khine M. S., & Teo T. (2006) Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Education Media International, 43(4), 285-298 doi:10.1080/09523980600926242
• Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204 doi:10.1016/j.cedpsych.2004.01.004
• Creswell, J.W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
• Dennis, K. E. & Goldberg, A. P. (1996). Weight control self-efficacy types and transitions affect weight- loss outcomes in obese women. Addictive Behaviors, 21(1), 103-116 doi:10.1016/0306-4603(95)00042-9
• Efilti, E., & Coklar, A. N. (2016). The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers. Journal of Human Sciences, 13(2), 2960-2971 doi:10.14687/jhs.v13i2.359329624.
• Erçel, G. (2014). Felsefe sözlüğü: Düşünmeden duramayanlara. İstanbul: Kafekültür Yayıncılık.
• Friedman, C. P., & Wyatt, J. C. (1997). Evaluation Methods in Medical Informatics. New York, NY: Springer-Verlag.
• Hofer, K. B. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. K. Hofer & P. R. Pintrich (Eds.) (pp. 3-14). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
• 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.
• Jena, P. C. (2013). Epistemological beliefs of teacher trainees in relation to their gender and academic achievement: An explorative study. International Journal of Education and Psychological Research, 2(1), 17-29.
• Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271 doi: 10.1037/0022-0663.88.2.260
• Kessels, U. (2013). How epistemological beliefs relate to values and gender orientation. Learning and Individual Differences, 23, 256-261 doi: org/10.1016/j.lindif.2012.10.008
• King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
• Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press
• Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331– 359 doi: 10.1002/tea.3660290404
• McKeown, B., & Thomas, D. (1988). Q methodology. Sage Publications, Newbury Park, Calif
• Milli Eğitim Bakanlığı (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Anakara, Türkiye: Talim ve Terbiye Kurulu. http://mufredat.meb.gov.tr/Dosyalar adresinden elde edildi.
• Önen, A. S. (2011). Investigation of students’ epistemological beliefs and attitudes towards studying. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 300-309.
• Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS. Buckingham: Open University Press.
• Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, 78, 17-25 doi: 10.1002/tl.7802
• Perry, W. G. 1981. Cognitive and ethical growth: The making of meaning. In A. Chickering (Ed.), The modern American college (pp. 76-116). San Francisco: Jossey-Bass.
• Pye, M. W., & Pye, L. W. (1985). Asian power and politics: The cultural dimensions of authority. London, England: The Belknap Press of Harvard University Press.
• Ramlo, S. E. & Newman, I. (2011). Q methodology and its position in the mixed-methods continuum. Operant Subjectivity, 34(3), p: 172- 191 doi:10.15133/j.os.2010.009
• Sadullah, Ö. (2008). İnsan kaynakları yönetimine giriş: İnsan kaynakları yönetiminin tanımı, önemi ve çevresel faktörler. İnsan kaynakları yönetimi (ss. 1-154), 3.Baskı. İstanbul: Beta Basım Yayım Dağıtım A.Ş.
• Schmolck, P. (2008, October). Common and specific approaches in the analysis of Q-sort data with PQMethod. Keynote speech presented at the 24th Annual Q Conference. Hamilton, Ontario.
• Schmolck, P. (2014). PQMethod (version 2.35). URL http://schmolck.org/qmethod/. [p163]
• Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319 doi:10.1007/BF02213418
• 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. & Easter, M. (2006). Ways of knowing and epistemological beliefs: Combined effect on academic performance. Educational Psychology, 26(3), 411-423 doi:10.1207/s15326985ep3901_3
• Schraw, G., Dunkle, M. E., & Bendixen, L. D. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9(6), 523–538 doi:10.1002/acp.2350090605
• Simons, J. (2013). An introduction to Q methodology. Nurse Researcher, 20(3), 28-32 doi:10.7748/nr2013.01.20.3.28.c9494
• Stephenson, W. (1955). The study of behavior: Q-technique and its methodology. University of Chicago Press, Chicago.
• Topcu, M. S. (2011). Turkish elementary student teachers' epistemological beliefs and moral reasoning. European Journal of Teacher Education, 34(1), 99-125 doi:10.1080/02619768.2010.534132
• Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348-366 doi:10.1016/j.cedpsych.2005.11.003
• Tuncay-Yuksel, B. (2016). Environmental moral reasoning patterns of pre-service science teachers and their relationships to epistemological beliefs and values, (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
• Tuncay-Yuksel, B., Yılmaz-Tuzun, O., & Zeidler, D. L. (2015, April). An adaptation study of the epistemic beliefs inventory with Turkish pre-service science teachers. Paper presented at National Association for Research in Science Teaching (NARST), Chicago, IL, USA
• Unlu, Z. K., & Dokme, I. (2017). Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition. Eurasian Journal of Educational Research, 17(72), 203-220 doi: 10.14689/ejer.2017.72.11
• Valenta, A. L., & Wigger, U. (1997). Q-methodology: definition and application in health care informatics. Journal of the American Medical Informatics Association, 4(6), 501–510 doi:10.1136/jamia.1997.0040501
• Yalcin, M., & Yalcin, F. A. (2017). The investigation of pre service science teachers’ epistemological beliefs according to some variables. Journal of Education and Training Studies, 5(10), 207-217 doi:10.11114/jets.v5i10.2224
• Yenice, N. (2015). An Analysis of Science Student Teachers' Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science. Educational Sciences: Theory and Practice, 15(6), 1623-1636 doi:10.12738/estp.2015.6.2613
• Yılmaz-Tüzün, Ö., & Topçu, M. S. (2013). Exploration of preservice science teachers' epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online, 12(3), 659-673 doi:10.17051/io.23709
• Yüksek Öğretim Kurumu (2018). Fen bilgisi öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf adresinden elde edildi.
• Zeidler, D. L., Herman, B. C., Ruzek, M., Linder, A., & Lin, S. (2013). Cross-cultural epistemological orientations to socioscientific issues. Journal of Research in Science Teaching, 50(3), 251-283 doi:10.1002/tea.21077