İnternet Tabanlı Epistemolojik İnançlar Ölçeği Türkçe Uyarlama Çalışması ve Öğretmen Adayları ile Bir İnceleme

Ata, Rıdvan; Alpaslan, Muhammet Mustafa

doi:10.17860/mersinefd.516351

Mersin Üniversitesi Eğitim Fakültesi Dergisi

2019

DOI: 10.17860/mersinefd.516351

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İnternet Tabanlı Epistemolojik İnançlar Ölçeği Türkçe Uyarlama Çalışması ve Öğretmen Adayları ile Bir İnceleme

Rıdvan Ata

Muhammet Mustafa Alpaslan

Abstract: Öz: Bu çalışmada ilk olarak Braten, Brandmo ve Kammerer (2018) tarafından geliştirilen ve 12 maddeden oluşan "İnternet Tabanlı Epistemolojik İnançlar Ölçeğinin" Türkçe'ye uyarlaması yapılmıştır. Ardından uyarlanan ölçek ile öğretmen adaylarının internet tabanlı epistemolojik inançları ile internet kullanımları çeşitli değişkenler göz önünde bulundurularak incelenmiştir. Ölçeğin orijinali 3 faktörlü bir yapıya sahiptir. Bu faktörler otoriteyle gerekçelendirme, birden fazla kaynak ile gerekçelendirme ve kişisel … Show more

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2024

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Cited by 2 publications

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The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

Ata,

Alpaslan

2024

IJILT

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PurposeThe aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers’ capabilities in teaching 21st century skills.Design/methodology/approach21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale, Internet based Reading Motivation and Engagement Scale as well as Digital Literacy Scale were used to collect the data. A total of 512 pre-service teachers from four universities in Türkiye participated in the study. Descriptive statistics, correlation and structural equation model fitness tests were performed by using SPSS 24.0 and AMOS 22.0.FindingsFirst, the results of the correlations analysis indicated that there were statistically significant positive correlations among measured variables. Second, the results of the path and SEM model fit tests demonstrated that all the model fit indices of X2/df, TLI, CFI, RMSEA met the acceptable criteria and were shown to be an adequate model structure. Finally, the results demonstrated strong evidence for predicting effects of digital literacy, epistemological belief as well as reading motivation and engagement on teaching 21st century skills.Research limitations/implicationsThis study is limited by the fact that the evidence relies solely on pre-service teachers' self-reporting. Secondly, although the hypothesised model explained 45.2% variance of pre-service teachers’ competence in the 21st century skills, 54.8% of it remains unexplained.Originality/valueThe results of this study suggest important implications for teaching programs as they underscore the importance of digital literacy on epistemological beliefs, reading motivation and competence in teaching 21st century skills.

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The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

Ata,

Alpaslan

2024

IJILT

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Contributions of Epistemological Beliefs on Energy Literacy in Lower-Secondary School Students in Turkey

Ayata,

Oylumluoglu,

Alpaslan

2024

JBSE

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Energy literacy has become a critical issue in recent years. The purpose of this study was to examine the contributions of epistemological beliefs to energy literacy in lower-secondary school students in Turkey. Data were collected via self-report questionnaires from 656 lower-secondary school students in the Aegean Region of Turkey. To address the research questions, Pearson correlation and multiple regression were implemented. Descriptive results revealed that students had a low energy literacy mean score in the knowledge dimension whereas they had moderate mean scores in the behavioral and affective dimensions. Multiple regression results yielded statistically significant contributions of epistemological beliefs to energy literacy. Analysis revealed that the reasoning dimension positively predicted the energy literacy in the knowledge dimension whereas the authority and accuracy dimension did negatively. The results of this study suggest that advancing students’ epistemological beliefs can be a way to increase students’ energy literacy levels. Keywords: energy literacy, epistemological beliefs, lower-secondary school, regression analysis

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İnternet Tabanlı Epistemolojik İnançlar Ölçeği Türkçe Uyarlama Çalışması ve Öğretmen Adayları ile Bir İnceleme

Cited by 2 publications

References 28 publications

The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

Contributions of Epistemological Beliefs on Energy Literacy in Lower-Secondary School Students in Turkey

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