Understanding Middle Students' Beliefs About Knowledge and Learning Using a Multidimensional Paradigm

Schommer‐Aikins, Marlene; Mau, Wei‐Cheng; Brookhart, Susan M.; Hutter, Rosetta

doi:10.1080/00220670009598750

Cited by 80 publications

(76 citation statements)

References 16 publications

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“…In line with this view, it was considered that epistemological beliefs, which represent the belief of how teaching occurs, might affect pre-service teachers' education competencies, and the correlations between TPACK education competencies and epistemological beliefs, and epistemological beliefs' predicting TPACK education competencies were also analysed. Previous studies on the epistemological beliefs show that epistemological beliefs affect education process, and performance, permanence and success (Qian and Alvermann, 2000;Schommer, Mau, Brookhart and Hutter, 2000). .…”

Section: Discussionmentioning

confidence: 99%

The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

Efilti

Çoklar

2016

HumanSciences

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The purpose of the present research is defining TPACK education competence and epistemological beliefs of pre-service teachers, and presenting the relationship between TPACK education competence and epistemological belief. In accordance with this purpose, TPACK education competence scale and Epistemological Beliefs Questionnaire were conducted on 342 (222 female-65%, 120 male-35%) pre-service teachers studying senior year at Necmettin Erbakan University, Faculty of Education in 2012-2013 academic-year. According to the findings obtained from the present designed in quantitative method, pre-service teachers' epistemological belief scores are ranked as learning process-casting doubt on authority/expert knowledge, learning effort, innate/fixed ability, and certainty of knowledge. As for TPACK education competencies, preservice teachers perceive themselves as advanced level. Another finding is that, gender is not an effective variable in terms of epistemological beliefs and TPACK education competencies among pre-service teachers. For the correlations between TPACK education competencies and epistemological beliefs among pre-service teachers, only learning process and doubt on expert knowledge factors are positively correlated with TPACK competencies at medium level. From this perspective, it can be claimed that TPACK education competencies are higher among pre-service teachers who tend to believe that acquiring knowledge process is important in learning.Keywords: Epistemological Belief, TPACK, Pre-service Teachers. IntroductionAs the essential of life, technology has taken effect in education as in many other areas, and now technology is no longer a luxury. Technology use has become must especially with the policies on the Ministry of National Education (e-school, FATIH project, etc.). With the arrival of technology at schools, the expectations have increased from the teachers, who had to take part in this activity. The most important factor technology brought to this increase was the integration of technology. The integration of technology is defined as a process covering some variables, such as teaching program, teacher competencies and pedagogy (Tinio, 2003). For example, Kabadayi (2006) stated that the teachers tend to use mostly traditional teaching devices rather than high-techs.As the integration of technology to education has become more important in recent years, there has been a change from technology oriented ICT education approaches towards pedagogy-

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Section: Discussionmentioning

confidence: 99%

The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

Efilti

Çoklar

2016

HumanSciences

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“…Epistemolojik inançla ilgili literatürde birçok çalışmaya rastlanmaktadır. Bu çalışmalar; a) öğretmenler (Bolden & Newton, 2008), öğretmen adayları, üniversite öğrencileri (Aldrich & Thomas, 2005;Chai, Teo, & Lee, 2009;Teo, Chai, Hung, & Lee, 2008) c) öğrenciler (Lodewyk, 2007;Schommer-Aikins, Mau, Brookhart, & Hutter, 2000) ile ilgili olup bu grupların yaş ve branş gibi değişkenlere göre durumları incelenmiştir. Epistemolojik inançların öğretmen adaylarının sınıf içi öğretim uygulamaları üzerinde etkili olacağı düşünüldüğünden dolayı (Richardson, Anders, Tidwell & Lloyd, 1991;Pajares, 1992;Renne, 1992;Shaver, 1992;Brownlee, 2003) öğretmen yetiştirmede dikkate alınmasını öneren çalışmalarda bir artış gözlemlenmektedir (Kıncal, Kartal & Şahin;.…”

Section: Introductionunclassified

Öğretmen Adaylarının Çokkültürlü Eğitim Tutumları ile Epistemolojik İnançları Arasındaki İlişkinin İncelenmesi

Türkan

Aydın²,

Üner³

2016

İlköğretim Online

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ÖZ. Bu araştırmanın amacı öğretmen adaylarının, çokkültürlü eğitim tutumları ile epistemolojik inançları arasındaki ilişkisinin incelenmesidir. İlişkisel araştırma deseninde nicel çalışmanın örnekleminde, kolay ulaşılabilir amaçlı örneklem yöntemi tercih edilmiştir. Araştırmanın katılımcılarını, Marmara bölgesinde bir devlet üniversitesi eğitim fakültesinde öğrenim gören 162 öğretmen adayları oluşturmaktadır. Veri toplama aracı olarak "Öğretmenlerin Çokkültürlü Tutum Ölçeği" ve "Epistemolojik İnanç Ölçeği" kullanılmıştır. Verilerin analizinde SPSS.20 paket programı kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmen adaylarının çokkültürlü eğitime yönelik tutum puanları arttıkça bilginin yapılandırılmasına olan inançlarının artığı gözlemlenmiştir. Anahtar Kelimeler. Çokkültürlülük, Çokkültürlü Eğitim, Epistemolojik İnanç, Tutum ABSTRACT. The purpose of the study was to investigate the relationship between prospective teachers' attitudes toward multicultural education and epistemological beliefs. This study employed a correlational research design. The convenience sampling technique was chosen for this study. The participants of this study were 162 prospective teachers that studying at the college of education at one of the highest prestige state universities that located in Marmara region. "Teachers' Attitudes toward Multicultural Education" scale and "Epistemological Beliefs" scale were used to collect data. The data were analyzed using SPSS.20 packet program. The findings demonstrated that as prospective teachers' scores obtained from attitudes toward multicultural education increased based on their beliefs regarding construction of knowledge.

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“…There is more belief that process and effort are much more necessary in learning. Due to the fact that there is a relationship between epistemological belief and belief about learning (Schommer-Aikins, Mau, Brookhart, & Hutter, 2000;Schreiber & Shinn, 2003) these two sub-dimensions stood out. On the contrary, it was specified that candidate teachers in the study conducted in Hong Kong mostly believed the accuracy of knowledge and ability was more important in learning (Chan & Elliott, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…According to the study of Schommer (1990), (1) The source of information, (2) the accuracy of information, (3) the organization of information, (4) the learning control, and (5) the dimensions of the learning rate have been provided. There are many studies on identification of epistemological belief and whether or not it changes according to different independent variables: a) teachers (Bolden & Newton, 2008), b) university students (Aldrich & Thomas, 2005;Chai et al, 2009;Teo, Chai, Hung, & Lee, 2008) c) grade of school students (Lodewyk, 2007;Schommer-Aikins, Mau, Brookhart, & Hutter, 2000), and investigations were carried out for these groups according to age and branches.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching

Bay¹,

Vural²,

Demir³

et al. 2015

IES

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Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent.

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Understanding Middle Students' Beliefs About Knowledge and Learning Using a Multidimensional Paradigm

Cited by 80 publications

References 16 publications

The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

Öğretmen Adaylarının Çokkültürlü Eğitim Tutumları ile Epistemolojik İnançları Arasındaki İlişkinin İncelenmesi

An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching

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