Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Şekercioğlu, Ayşe Gül Çirkinoğlu; Yildirir, Hasene Esra

doi:10.17522/balikesirnef.437742

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

2018

DOI: 10.17522/balikesirnef.437742

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Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Ayşe Gül Çirkinoğlu Şekercioğlu¹,

Hasene Esra Yildirir²

Abstract: Özet -Bu araştırmada, Eğitim Fakültesi İlköğretim Matematik, Fen Bilgisi ve Ortaöğretim Bölümlerinde öğrenim gören 1004 öğretmen adayının epistemolojik inançları ve bu inançların cinsiyet, öğrenme stili, akademik başarı, sınıf ve bölüme göre değişiklik gösterip göstermediğinin belirlenmesi amaçlanmıştır. Veri toplamak amacıyla Epistemolojik İnanç Ölçeği ve Kolb Öğrenme Stili Ölçeği kullanılmıştır. Analiz sonuçları incelendiğinde, cinsiyete göre epistemolojik inançlarda farklılıklar görülmüştür. Ayrıca, öğrenme… Show more

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2021

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Cited by 3 publications

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An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

Taşkin¹

2021

BUEFAD

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Epistemological beliefs adopted by individuals determine their knowledge, learning and teaching orientations. For this reason, the purpose of this research is to study physics teachers’ belief levels, as well as the questions about what effect gender, professional experience, and educational background variables have on these levels. Causal-comparative model was used to study these variables. Participants were 205 physics teachers consisting of 106 women and 99 men who work in the Central Anatolia Region of Turkey. All of the data was collected with the Scientific Epistemological Beliefs Scale developed by Conley, Pintrich, Vekiri & Harrison (2004). This scale was adapted into Turkish by Özkan (2008). The data was analyzed using parametric tests. Ultimately, findings indicated that physics teachers had sophisticated epistemological beliefs. In addition, there was no statistically significant difference between female and male teachers in terms of beliefs. Educational background variable was found not to have any effect on epistemological beliefs of physics teachers. In regards to professional experience variable, teachers with less experience had more sophisticated epistemological beliefs about the source of knowledge, certainty of knowledge and justification of knowledge.

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An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

Taşkin¹

2021

BUEFAD

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Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of preservice teachers. For this purpose, pre-service teachers' educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problemoriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = -.029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.

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Awareness of the Gifted Students and Their Normally Developing Peers about Environmental Education Concept

Mutlu

Nacaroğlu

Doğan

2021

ADN

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"Abstract: The aim of this study was to examine the awareness levels of the gifted students and normally developing peers related to the environmental education concepts. In line with this purpose, the survey design, which is one of quantitative research methods, was used in the study. 209 gifted students receiving education in a Science and Art Center in the Eastern Anatolia and 250 secondary school students receiving education in the public schools during the fall term of the 2019-2020 school year, participated in the study. In the study, the Environmental Education Concepts Awareness Scale was used as data collection tool. Necessary validity and reliability studies were conducted for the scale used. The independent samples t-test and ANOVA were used in the analysis of the data. As a result of the study it was determined that the gifted students had higher awareness scores related to environmental education concepts, compared to their normally developing peers. In addition, while the environmental education concepts awareness scores of the gifted students did not differ significantly according to gender, age range and class level, there was a significant difference in all variables examined in the normal-development group. "

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Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Cited by 3 publications

References 13 publications

An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Awareness of the Gifted Students and Their Normally Developing Peers about Environmental Education Concept

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