BibTex RIS Kaynak Göster

Epistemological Beliefs in Teaching Learning Processes

Yıl 2010, Cilt: 32 Sayı: 32, 75 - 93, 10.10.2013

Sibel Demir Orhan Akınoğlu

Öz

Epistemology is a dynamic field which might affect education process and also be affected by it. There are many factors that determine ones epistemological beliefs. Defining these factors is important for teaching and learning process. The purpose of this study; is to determine epistemological beliefs and their reflection on education. Therefore, the studies concerning epistemological beliefs and its relationship with education were reviewed with a special focus on research involving teachers, student and prospective teachers.
Key words: Epistemology, teacher training, teaching- learning-process

Anahtar Kelimeler

-

Kaynakça

  • Aksan, N. (2006). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki ilişki. Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Sosyal Bilimler Enstitüsü, Çanakkale.
  • Bendixen, L. D. and Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, (39)1, 69-80.
  • Braten, I. & Stromso, H. I. (2005). The relationship between epistemological beliefs implicit theories of intelligence and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, (75), 539565.
  • Brownlee, J. (2001). Beliefs about knowing in pre-service teacher education students. Higher Education Research Development, (20)3, 281-291.
  • Brownlee, J., Purdıe, N. & Boulton-Lewıs, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, (6)2, 247-268.
  • Brownlee, J., Boulton-Lewıs, G. & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. Australian Journal Of Educational & Developmental Psychology, (2)1, 1-16.
  • Brownlee, J. (2004). Teacher education students’epistemological beliefs. Research in Education, (72), 1-17.
  • Buehl, M. M. & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, (13)4, 385-418.
  • Buehl, M. M., Alexander, P. A. & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology,
  • kong teacher education students: resolving conceptual and empirical ıssues. AsiaPasific Journal of Teacher Education, (28)3, 225-234.
  • Chan, C. K. K. & Sachs, J. (2001). Beliefs about learning in children’s understanding of science texts. Contemporary Educational Psychology, (26), 192-210.
  • Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, (20), 817-831.
  • Chang, W. (2005). Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics. Canadian Journal of Science, Mathematics and Technology Education, (5)1, 95-109.
  • Conley, A. M. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, (29), 186-204.
  • Deryakulu, D. (2002). Denetim odağı ve epistemolojik inançların öğretim materyalini kavramayı denetleme türü ve düzeyi ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (22), 55-61.
  • Deryakulu, D. (2004a). Epistemolojik inanışlar: Eğitimde bireysel farklılıklar. Ankara: Nobel Yayın Dağıtım.
  • Deryakulu, D. (2004b). Üniversite öğrencilerinin öğrenme ve ders çalışma stratejileri ile epistemolojik inançları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, (10)38, 230-249.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Arastırmaları, (8), 111-125.
  • Deryakulu, D. ve Bıkmaz, F. H. (2003). Bilimsel epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, (2)4, 243- 257.
  • Dupeyrat, C. & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck’s Model with returning to school adults. Contemporary Educational Psychology, (30), 43-59.
  • Eick, C. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Journal of Science Education, (4)3. http://wolfweb.unr.edu/ homepage/crowther/ejse/eick.html.
  • Eren, A. (2006). Üniversite öğrencilerinin genel ve alan-odaklı epistemolojik inanışlarının incelenmesi. Yayınlanmamış Doktora Tezi, Abant İzzet Baysal Üniverisitesi, Sosyal Bilimler Enstitüsü, Bolu.
  • Errington, E. (2004). The impact of teacher beliefs on flexible learning innovation: Some practices and possibilities for academic developers. Innovation in Education and Teaching International, (41)1, 39-47.
  • 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), 164-185.
  • Güzel, B. Y. (2000). Fen alanı (biyoloji, kimya ve fizik) öğretmenlerinin bilimsel okuryazarlığın bir boyutu olan “bilimin doğası” hakkındaki görüşleri. IV.Fen Bilimleri Eğitimi Kongresi Bildiri Kitabı (471-476). Ankara: Hacettepe Üniversitesi.
  • 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. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, (25), 378-405.
  • Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, (13)4, 353-83.
  • Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. Hofer & P. R. Pintrich (Ed.). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.3-14). London: Lawrence Erlbaum Associates.
  • Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, (29), 129-163.
  • Kaplan, A. Ö. (2006). Fen bilgisi öğretmen adaylarının epistemolojik inanışlarının okul deneyimi ve öğretmenlik uygulamasındaki yansımaları: Durum çalışması. Yayınlanmamış Doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İIstanbul.
  • Kardash, C. A. M. & Howell, K. L. (2000). Effects of epistemological beliefs and topicspecific beliefs on undergraduates’ cognitive and strategic processing of dualpositional text. Journal of Educational Psychology, (92)3, 524-535.
  • Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, (26)2, 205-221.
  • Kuhn, D. (1991). The skills of argument. Cambridge University Press. Maggioni, L. & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in ınstruction. Educ Psychol Rev , (20), 445–461.
  • Marrs, H. (2005). Culture, epistemology and academic studying. Doctor of Education, Manhattan, Kansas: Kansas State University.
  • Odgers, B. (2003). Teachers’ beliefs about the nature of science and science education in relation to recently ıntroduced contructivist syllabuses in secondary schools in quensland, Australia. Hawai International Conference on Education Proceedings. http://www.hiceducation.org/Edu_Proceedings/Barbara%20M.%20Odgers.pdf
  • Oğuz, A. (2008). Investigation of Turkish trainee teachers’ epistemological beliefs. Social Behavior and Personality, (36)3, 709-720.
  • Özdemir, G. (2007). The effects of the nature of science beliefs on science teaching and learning. İnönü Üniversitesi Eğitim Fakültesi Dergisi, (XX)2, 355-372.
  • Palmer, B. & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains. Higher Education, (47), 311-335.
  • Qian, G. & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading & Writing Quarterly, 16, 59-74.
  • Ravindran, B., Greene, B. A. & DeBacker, T. K. (2005). Predicting preservice teachers’ cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research (98)4, 222-232.
  • Reybold, L. E. (2002). Pragmatic epistemology: Ways of knowing as ways of being. International Journal of Lifelong Education, (21)6, 537-550.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, (82)3, 498-504.
  • Schommer, M. (1998). The ınfluence of age and education on epistemological beliefs. British Journal of Educational Psychology, (68)4, 551-561.
  • 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. & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. The Journal of Psychology, (136)1, 5-20.
  • 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.
  • Schreiber, J. B. & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Community College Journal of Research and Practice, (27), 699-709.
  • Sinatra, G. M. & Kardash, C. A. M. (2004). Teacher candidates’epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, (29), 483-498.
  • Sperandeo, R. M. (2004). Epistemological beliefs of physics teachers about the nature of science and scientific models. http://www.Ipn.Uni-Kiel.De/Projekte/Esera/ Book/150-Spe.Pdf .
  • Strobel, J., Cernusca, D. & Jonassen, D. H. (2004). Different majors-different epistemological beliefs? Academic Exchange Quarterly, (12), 208-211.
  • Tezci, E. ve Uysal, A. (2004). Eğitim teknolojisinin gelişmesine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology, (3)2.
  • 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), 348-366.
  • Turgut, G. Ş. (2007). Yapılandırmacı yaklaşıma dayalı öğretimin lise fizik öğrencilerinin epistemolojik inanışlarına etkisi. Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Istanbul.
  • Valanides, N. & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, (30)3, 314-330.
  • Whitmire, E. (2003). Epistemological beliefs and the information-seeking behavior of undergraduates. Library and Information Science Research, (25), 127-142.
  • Whitmire, E. (2004). The relationship between undergraduates’ epistemological beliefs, reflective judgment and their information-seeking behavior. Information Processing and Management, (40), 97-111.

EPİSTEMOLOJİK İNANIŞLAR VE ÖĞRETME ÖĞRENME SÜREÇLERİ

Yıl 2010, Cilt: 32 Sayı: 32, 75 - 93, 10.10.2013

Sibel Demir Orhan Akınoğlu

Öz

Epistemoloji eğitim alanını hem etkileyebilen hem de eğitim sürecinden
etkilenebilen dinamik bir alandır. Bir bireyin epistemolojik inanışlarını belirleyen birçok
etmen vardır. Bu etmenlerin belirlenmesi gerek eğitim öğretim ortamlarının, gerekse
öğretim sürecinin geliştirilmesinde önemlidir. Bu çalışmanın amacı epistemolojik inanışlar
ve bu epistemolojik inanışların eğitim üzerindeki yansımalarını belirlemektir. Bu amaçla
çalışmada ilgili alan literatürü incelemesi yapılarak; epistemoloji ve eğitim alanı ilişkisi
çerçevesinde özellikle öğretmen, öğrenci ve öğretmen adayı ile yapılmış çalışmalara yer
verilmiş, öneriler getirilmiştir.

Anahtar Kelimeler

Epistemoloji öğretmen yetiştirme öğretme-öğrenme süreci

Kaynakça

  • Aksan, N. (2006). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki ilişki. Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Sosyal Bilimler Enstitüsü, Çanakkale.
  • Bendixen, L. D. and Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, (39)1, 69-80.
  • Braten, I. & Stromso, H. I. (2005). The relationship between epistemological beliefs implicit theories of intelligence and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, (75), 539565.
  • Brownlee, J. (2001). Beliefs about knowing in pre-service teacher education students. Higher Education Research Development, (20)3, 281-291.
  • Brownlee, J., Purdıe, N. & Boulton-Lewıs, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, (6)2, 247-268.
  • Brownlee, J., Boulton-Lewıs, G. & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. Australian Journal Of Educational & Developmental Psychology, (2)1, 1-16.
  • Brownlee, J. (2004). Teacher education students’epistemological beliefs. Research in Education, (72), 1-17.
  • Buehl, M. M. & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, (13)4, 385-418.
  • Buehl, M. M., Alexander, P. A. & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology,
  • kong teacher education students: resolving conceptual and empirical ıssues. AsiaPasific Journal of Teacher Education, (28)3, 225-234.
  • Chan, C. K. K. & Sachs, J. (2001). Beliefs about learning in children’s understanding of science texts. Contemporary Educational Psychology, (26), 192-210.
  • Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, (20), 817-831.
  • Chang, W. (2005). Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics. Canadian Journal of Science, Mathematics and Technology Education, (5)1, 95-109.
  • Conley, A. M. M., Pintrich, P. R., Vekiri, I. & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, (29), 186-204.
  • Deryakulu, D. (2002). Denetim odağı ve epistemolojik inançların öğretim materyalini kavramayı denetleme türü ve düzeyi ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (22), 55-61.
  • Deryakulu, D. (2004a). Epistemolojik inanışlar: Eğitimde bireysel farklılıklar. Ankara: Nobel Yayın Dağıtım.
  • Deryakulu, D. (2004b). Üniversite öğrencilerinin öğrenme ve ders çalışma stratejileri ile epistemolojik inançları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, (10)38, 230-249.
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Arastırmaları, (8), 111-125.
  • Deryakulu, D. ve Bıkmaz, F. H. (2003). Bilimsel epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, (2)4, 243- 257.
  • Dupeyrat, C. & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck’s Model with returning to school adults. Contemporary Educational Psychology, (30), 43-59.
  • Eick, C. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Journal of Science Education, (4)3. http://wolfweb.unr.edu/ homepage/crowther/ejse/eick.html.
  • Eren, A. (2006). Üniversite öğrencilerinin genel ve alan-odaklı epistemolojik inanışlarının incelenmesi. Yayınlanmamış Doktora Tezi, Abant İzzet Baysal Üniverisitesi, Sosyal Bilimler Enstitüsü, Bolu.
  • Errington, E. (2004). The impact of teacher beliefs on flexible learning innovation: Some practices and possibilities for academic developers. Innovation in Education and Teaching International, (41)1, 39-47.
  • 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), 164-185.
  • Güzel, B. Y. (2000). Fen alanı (biyoloji, kimya ve fizik) öğretmenlerinin bilimsel okuryazarlığın bir boyutu olan “bilimin doğası” hakkındaki görüşleri. IV.Fen Bilimleri Eğitimi Kongresi Bildiri Kitabı (471-476). Ankara: Hacettepe Üniversitesi.
  • 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. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, (25), 378-405.
  • Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, (13)4, 353-83.
  • Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. Hofer & P. R. Pintrich (Ed.). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.3-14). London: Lawrence Erlbaum Associates.
  • Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, (29), 129-163.
  • Kaplan, A. Ö. (2006). Fen bilgisi öğretmen adaylarının epistemolojik inanışlarının okul deneyimi ve öğretmenlik uygulamasındaki yansımaları: Durum çalışması. Yayınlanmamış Doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İIstanbul.
  • Kardash, C. A. M. & Howell, K. L. (2000). Effects of epistemological beliefs and topicspecific beliefs on undergraduates’ cognitive and strategic processing of dualpositional text. Journal of Educational Psychology, (92)3, 524-535.
  • Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, (26)2, 205-221.
  • Kuhn, D. (1991). The skills of argument. Cambridge University Press. Maggioni, L. & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in ınstruction. Educ Psychol Rev , (20), 445–461.
  • Marrs, H. (2005). Culture, epistemology and academic studying. Doctor of Education, Manhattan, Kansas: Kansas State University.
  • Odgers, B. (2003). Teachers’ beliefs about the nature of science and science education in relation to recently ıntroduced contructivist syllabuses in secondary schools in quensland, Australia. Hawai International Conference on Education Proceedings. http://www.hiceducation.org/Edu_Proceedings/Barbara%20M.%20Odgers.pdf
  • Oğuz, A. (2008). Investigation of Turkish trainee teachers’ epistemological beliefs. Social Behavior and Personality, (36)3, 709-720.
  • Özdemir, G. (2007). The effects of the nature of science beliefs on science teaching and learning. İnönü Üniversitesi Eğitim Fakültesi Dergisi, (XX)2, 355-372.
  • Palmer, B. & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains. Higher Education, (47), 311-335.
  • Qian, G. & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading & Writing Quarterly, 16, 59-74.
  • Ravindran, B., Greene, B. A. & DeBacker, T. K. (2005). Predicting preservice teachers’ cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research (98)4, 222-232.
  • Reybold, L. E. (2002). Pragmatic epistemology: Ways of knowing as ways of being. International Journal of Lifelong Education, (21)6, 537-550.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, (82)3, 498-504.
  • Schommer, M. (1998). The ınfluence of age and education on epistemological beliefs. British Journal of Educational Psychology, (68)4, 551-561.
  • 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. & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. The Journal of Psychology, (136)1, 5-20.
  • 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.
  • Schreiber, J. B. & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Community College Journal of Research and Practice, (27), 699-709.
  • Sinatra, G. M. & Kardash, C. A. M. (2004). Teacher candidates’epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, (29), 483-498.
  • Sperandeo, R. M. (2004). Epistemological beliefs of physics teachers about the nature of science and scientific models. http://www.Ipn.Uni-Kiel.De/Projekte/Esera/ Book/150-Spe.Pdf .
  • Strobel, J., Cernusca, D. & Jonassen, D. H. (2004). Different majors-different epistemological beliefs? Academic Exchange Quarterly, (12), 208-211.
  • Tezci, E. ve Uysal, A. (2004). Eğitim teknolojisinin gelişmesine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology, (3)2.
  • 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), 348-366.
  • Turgut, G. Ş. (2007). Yapılandırmacı yaklaşıma dayalı öğretimin lise fizik öğrencilerinin epistemolojik inanışlarına etkisi. Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Istanbul.
  • Valanides, N. & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, (30)3, 314-330.
  • Whitmire, E. (2003). Epistemological beliefs and the information-seeking behavior of undergraduates. Library and Information Science Research, (25), 127-142.
  • Whitmire, E. (2004). The relationship between undergraduates’ epistemological beliefs, reflective judgment and their information-seeking behavior. Information Processing and Management, (40), 97-111.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil en.
Bölüm Makaleler
Yazarlar

Sibel Demir Bu kişi benim

Orhan Akınoğlu Bu kişi benim

Yayımlanma Tarihi 10 Ekim 2013
Yayımlandığı Sayı Yıl 2010 Cilt: 32 Sayı: 32

Kaynak Göster

APA Demir, S., & Akınoğlu, O. (2013). EPİSTEMOLOJİK İNANIŞLAR VE ÖĞRETME ÖĞRENME SÜREÇLERİ. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32(32), 75-93.