The observation of the teacher candidates’ epistemological beliefs according to some variables

Can, Bilge; Arabacioglu, Sertac

doi:10.1016/j.sbspro.2009.01.497

Cited by 11 publications

(12 citation statements)

References 8 publications

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“…Deryakulu and Büyüköztürk (2005) proved that social studies and classroom teaching students have more maturated epistemological beliefs comparing with Computer Education and Instructional Technology students. Can and Arabacıoğlu (2009) in their study with mathematics and science education pre-service teachers, found significant differences in favor of mathematics preservice teachers. Tümkaya (2012) determined that social, science and health sciences students have different epistemological belifs in all three dimensions.…”

Section: Resultsmentioning

confidence: 92%

“…There are several researches about gender variable (Chan and Elliot, 2002;Chan, 2003;Conley et al, 2004;Deryakulu and Büyüköztürk, 2005;Terzi, 2005;Kurt, 2009;Gürol et al, 2010;Aypay, 2011;Önen, 2011;Özkal et al, 2011;Demir, 2012;Köse and Dinç, 2012;Saban and Yüce, 2012;Şeref et al, 2012;Taşkın, 2012;Tümkaya, 2012;Bayrak, et al, 2013;Biçer et al, 2013). The studies examining epistomologic belief with department variable were conducted (Chan, 2003;Deryakulu and Büyüköztürk, 2005;Terzi, 2005;Can and Arabacıoğlu, 2009;Kurt, 2009;Tümkaya, 2012). There are also studes investigating epsitemologic belief based on level of grades (Işıksal et al, 2007;Aypay, 2011;Önen, 2011;Şeref et al, 2012;Aydemir et al, 2013) In the present study, epistomologic belief of prospective social studies teachers and prospective science teachers was investigated in terms of aforementioned three variables in detail.…”

Section: Introductionmentioning

confidence: 99%

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Examining Social Studies and science and technology preservice tearchers epistemological beliefs regarding different variables

Topkaya¹

2015

Educ. Res. Rev.

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The purpose of this study is to determine epistemological beliefs of pre-service teachers who attend social studies and science and technology teaching programs; and to investigate how these beliefs varies regarding grade level, gender and departments. The sample of the study is composed of 300 social studies, 260 science and technology pre-service teachers who attended Ataturk University Kazım Karabekir Education Faculty in 2013-2014 academic year. In the study, Epistemological Beliefs Scale that developed by Schommer (1990) and adapted to Turkish by Deryakulu and Öztürk (2005) was used. According to the research findings it is determined that there are significant differences in epistemological beliefs of social studies and science and technology teachers regarding the variables of gender, department and grade level. Significant differences were found regarding gender in favor of females; between first and fourth grades social studies pre-service teachers, in favor of first graders; between first and fourth grades science and technology pre-service teachers, again, in favor of first graders. Regarding department variable it is determined that first grade social studies pre-service teachers have more sophisticated epistemological beliefs than fourt grade social studies pre-service teachers and both first and fourth graders of science and technology teaching department.

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Section: Resultsmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Examining Social Studies and science and technology preservice tearchers epistemological beliefs regarding different variables

Topkaya¹

2015

Educ. Res. Rev.

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“…However, this study is the first to reveal the difference between the students who develop projects in the fields of Science and Mathematics in project competitions. In support of this result, Can and Arabacıoğlu (2009) examined the epistemological beliefs of science and mathematics teachers in terms of various variables in a study they conducted and reported that epistemological beliefs of science teacher candidates were more advanced than mathematics teacher candidates. The reason why the epistemological beliefs of students who develop mathematics projects is less developed than those who develop science projects can be that the students participating in the project exhibition consist of different age groups covering the middle school, different family structures and educational levels, and they are not active in the process of project development and do not care about the scientific method.…”

Section: Findings Discussion and Resultsmentioning

confidence: 95%

An Investigation of Academic Success, Scientific Thinking Skills and Epistemological Beliefs of Middle School Students Who Joined Science and Math Project Competitions

Akyol

Çam

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, fen ve matematik proje yarışmalarına katılan ortaokul öğrencilerinin akademik başarılarının, bilimsel düşünme becerilerinin ve epistemolojik inançlarının incelenmesidir. Bu çalışmanın örneklemini, 2014-2015 yılları arasında TÜBİTAK ve MEB iş birliği ile düzenlenen "Bu Benim Eserim" Proje Yarışması'na projeleriyle başvuran ortaokul öğrencilerinden sergiye katılma hakkı kazanan 131 öğrenci (69 fen bilimleri, 62 matematik) oluşturmaktadır. Veri toplama aracı olarak Lawson (1978) tarafından geliştirilen ve Ateş ( 2002) tarafından Türkçeye uyarlanan "Bilimsel Düşünme Testi", Elder (2002) tarafından geliştirilen, Conley vd.'nin ( 2004) adapte ettiği, Evcim (2010) tarafından Türkçeye uyarlanan "Epistemolojik İnanışlar Ölçeği" ve Schommer (1990) tarafından geliştirilen, Güven (2013) tarafından formüle edilen "epistemolojik inançları ölçen açık uçlu sorular" kullanılmıştır. Elde edilen nicel verilerin analizinde bağımsız örneklemler t testi, tek yönlü ANOVA ve çoklu regresyon kullanılmıştır. Araştırmanın bulgularında, proje hazırlayan ortaokul öğrencilerinin bilimsel düşünme becerilerinde proje hazırlanan alan değişkenine göre anlamlı bir farklılık tespit edilmemiştir. Epistemolojik inanç ölçeğinin "bilginin kesinliği" ve "bilginin kaynağı" boyutlarında fen bilimlerinden proje geliştirenler lehine anlamlı fark bulunurken, diğer boyutlarda anlamlı fark bulunmamıştır. Regresyon analizinin sonucunda bilimsel düşünme becerileri ve proje alanı değişkenlerinin öğrencilerin epistemolojik inançları için anlamlı birer yordayıcı olduğu, akademik başarının ise önemli bir etkiye sahip olmadığı tespit edilmiştir. Epistemolojik inançları ölçen açık uçlu sorulara verilen cevapları Epistemolojik İnanç Ölçeği'nden alınan nicel veriler desteklemektedir.

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“…The reliability of the 35-item scale that was adapted by Deryakulu and Büyüköztürk (2002) was 0.83 for "Belief that Learning Requires Effort", 0.62 for "Epistemological Belief that Learning Requires Talent" and 0.59 for "Belief in a Single Truth". The Turkish version of the scale was used in various studies (Can & Arabacıoğlu, 2009;Oğuz, 2008) and close results were obtained. The items were measured on a 5-point Likert scale, where "5=Strongly agree", 4=Agree", "3=Undecided", 2=Disagree" and "1=Strongly disagree".…”

Section: Data Collection Toolmentioning

confidence: 95%

Adaptation of the Epistemological Belief Scale to Kosovo

Kervan¹,

Tezci²,

Morina³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.</p>

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The observation of the teacher candidates’ epistemological beliefs according to some variables

Cited by 11 publications

References 8 publications

Examining Social Studies and science and technology preservice tearchers epistemological beliefs regarding different variables

Examining Social Studies and science and technology preservice tearchers epistemological beliefs regarding different variables

An Investigation of Academic Success, Scientific Thinking Skills and Epistemological Beliefs of Middle School Students Who Joined Science and Math Project Competitions

Adaptation of the Epistemological Belief Scale to Kosovo

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