Modelling between epistemological beliefs and constructivist learning environment

Çetin-Dindar, Ayla; Kırbulut, Zübeyde Demet; Boz, Yezdan

doi:10.1080/02619768.2014.944614

Cited by 23 publications

(11 citation statements)

References 31 publications

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“…Constructivism denotes two dimensions: an epistemology domain, which is theory about knowledge that deals with the acquisition and origins of knowledge, and the second dimension which is a form of pedagogy that is a kind of instructional theories (Kwan and Wong, 2015) this study is based on the later. Among other cognitive processes, the objectives of constructivist learning, and perhaps teaching are to promote reasoned judgement, critical thinking and conscious reflection (Çetin--Dindar et al, 2014). It can be argued that constructivist learning environments can contribute to the development of ICT self-efficacy of educators as much as educators' possession of ICT self-efficacy can contribute to their increased experimentation with technology, leading to the fostering of the constructivist environments.…”

Section: Constructivist Learning Environmentsmentioning

confidence: 99%

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Mlambo

Rambe

Schlebusch

2020

Heliyon

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The proliferation of ICT in South African basic education has not been associated with effective pedagogical uses of ICT in classrooms. While there is differential deployment of ICT as cognitive tools of instruction in South Africa's schools, the effects of educators' ICT self-efficacy on their pedagogical use of technologies is yet to be fully grasped. This research gap has been attributed to, inter alia, the lack of a detailed profile of ICT self-efficacy beliefs of educators and its effects on pedagogical uses of ICT by educators. This study employs a crosssectional survey, adapting a structured questionnaire to investigate the relationship between purposively selected 163 Gauteng educators' ICT self-efficacy beliefs and their pedagogical use of ICT. An exploratory factor analysis on pedagogical use of ICT (PUI) revealed three factors of 'traditional PUI' and one 'constructivist PUI'. Results suggest that ICT self-efficacy had a positive significant but moderate effect on the three traditional PUI and a positive significant and strong relationship with the constructivist PUI. Furthermore, a linear regression analysis found ICT self-efficacy to significantly predict all four PUI factors. The study recommends initial educator training that emphasises exposure of trainee educators to extended periods of hands-on engagement with ICTs in classroom environments. Furthermore, it recommends continuous ICT integration and the development of practicing educators with a focus on the "how to" integrate ICT tools as 'generative' mind tools. These interventions have potential to increase educators' ICT self-efficacy in resource constrained contexts. The implication is that educator training curricula are re-designed with an emphasis on practical lesson planning that includes ICTs as seamless resources used in the classroom in basic education.

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Section: Constructivist Learning Environmentsmentioning

confidence: 99%

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Mlambo

Rambe

Schlebusch

2020

Heliyon

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“…Bu alt başlıklara bakıldığında, bilimsel çalışmalarda teaorilerin rolü, bilimde değişkenlik gibi alt başlıklar bilimsel sorgulamnın doğası ile ilgili kabul edilebilir olsa da öğretmen veya öğrencilerin bilimsel sorgulamanın doğasına yönelik kavramsal görüşlerini ölçmede yetersizdir. Fakat bu ölçeğin Türkçe ye adapte edilip, Türkiye'de de yürütülen birçok çalışmada kullanıldığı görülmektedir (Çetin-Dindar, Kırbulut, & Boz, 2014;Yıldırım vd., 2011;Uysal, 2010). Bu da yapılan çalışmalarda, öğretmen veya öğretmen adaylarının araştırma sorgulamaya ilişkin görüşlerinin daha genel çerçevede, araştırma sorgulama yapabilme becerisi ile araştırma sorgulama hakkında bilgi sahibi olmayı aynı varsayan bir yaklaşımla yapıldığını göstermektedir (Lederman vd.…”

Section: Fen Eğitiminde Bilimsel Sorgulamaunclassified

“…Bu alt başlıklara bakıldığında, bilimsel çalışmalarda teaorilerin rolü, bilimde değişkenlik gibi alt başlıklar bilimsel sorgulamnın doğası ile ilgili kabul edilebilir olsa da öğretmen veya öğrencilerin bilimsel sorgulamanın doğasına yönelik kavramsal görüşlerini ölçmede yetersizdir. Fakat bu ölçeğin Türkçe ye adapte edilip, Türkiye'de de yürütülen birçok çalışmada kullanıldığı görülmektedir(Çetin-Dindar,Kırbulut, & Boz, 2014; Yıldırım vd., 2011;Uysal, 2010).Bilimsel sorgulama hakkındaki görüşleri ortaya çıkarmak ve bu konudaki eksiklikler bilinerek bilimsel sorgulama aktivitelerine yer vermek öğretmenin de araştırmacının da ilerlemesine katkı sağlayacaktır. Bu amaçla, bilimsel sorgulama hakkında görüş anketinin Türkçeye uyarlanması gerekli görülmüştür.…”

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Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması

Karışan¹,

Bilican²,

Şenler³

2017

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Abstract:This study aimed to adapt views about scientific inquiry questionnaire in to Turkish, originally developed by Lederman et al (2014), and to explore preservice teachers' views about scientific inquiry. The questionnaire was translated into Turkish by three researchers and the translation of the items from English to Turkish was compared. The final paper was sent to three experts in the field to get expert opinion. After making the necessary corrections, 30 teacher candidates were interviewed to look at the clarity of the questions on the form. The final form was applied to 314 teacher candidates. Expert opinion supports that the translated items have content validity in terms of measuring eight of the targeted scientific inquiry components in the original scale. Data was analyzed by three researchers independently in order to ensure researcher triangulation. Inter-rater agreement was 95%; however, after raters had the opportunity to "calibrate" their coding scheme with one another, consensus was established virtually assuring nearly full agreement. Results of the investigation showed that preservice teachers generally have transformative views few of them have naive views about scientific inquiry.

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“…The EBS combines the items of EQ and an instrument developed by Jehng et al (1993), using a five-point Likert scale. In the initial study to evaluate the EBS by Wood and Kardash (2002), 793 students completed the instrument.…”

Section: Instruments To Measure Epistemic Beliefsmentioning

confidence: 99%

Development and preliminary evaluation of a brief epistemic beliefs instrument

Lim

Chapman

2020

JALT

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Modelling between epistemological beliefs and constructivist learning environment

Cited by 23 publications

References 31 publications

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması

Development and preliminary evaluation of a brief epistemic beliefs instrument

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