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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2015 / Cilt: 16 - Sayı: 2

The Relationship between Prospective Teachers’ Belief Systems and Writing-to-Learn

ÖĞRETMEN ADAYLARININ İNANÇ SİSTEMLERİ İLE ÖĞRENME AMAÇLI YAZMA ARASINDAKİ İLİŞKİ

Mehmet DEMİRBAĞ
Sevgi KINGIR
Salih ÇEPNİ
Pages
423–442
Publication Date
2015-05-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants’ writing processes.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate the relationship between prospective teachers’ belief systems and writing-to-learn.
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Key Findings & Data:These prospective teachers also used a set of cognitive, meta-cognitive and affective strategies in their writing such as self-assessment, awareness, revising and empathising.
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Conclusion & Impact:The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants’ writing processes.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Belief systems · prospective teachers · writing-to-learn

Abstract

The purpose of this study is to investigate the relationship between prospective teachers’ belief systems and writing-to-learn. The participants comprised eight freshmen from the Department of Elementary Science Education at a public university in Turkey. The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants’ writing processes. These prospective teachers also used a set of cognitive, meta-cognitive and affective strategies in their writing such as self-assessment, awareness, revising and empathising. Overall, writing provided the participants with benefits that helped them perform research, construct knowledge, understand conceptual change and acquire permanent learning. Therefore, this study concludes that the development of prospective teachers’ belief systems can increase the quality of writingto-learn and the strategies used for such activities

Özet

Bu araştırmada fen bilimleri öğretmen adaylarının inanç sistemleri ile öğrenme amaçlı yazma pratikleri arasındaki ilişki incelenmiştir.Araştırmaya üniversite düzeyinde 1. sınıfta öğrenim gören sekiz fen bilimleri öğretmen adayı katılmıştır. Öğretmen adayları ısı ve sıcaklık konusu ile ilgili öğrenme amaçlı yazma aktivitlerini gerçekleştirdikten sonra öğretmen adayları ile öğrenme amaçlı yazma ve inanç sistemlerini içeren görüşme formları aracalığıyla veriler toplanmıştır. Araştırmanın sonuçlarına göre öğretmen adaylarının inanç sistemlerinin öğrenme amaçlı yazma pratikleri üzerinde etkili olduğu görülmüştür.Bu sonuca göre öğretmen adaylarının inanç sistemlerininde ki olası değişim ve gelişimin, üst düzey stratejilerin ve muhakeme süreçlerinin kullanıldığı yüksek kalitede ki öğrenme amaçlı yazma pratiklerini olumlu yönde etkilemesi beklenmektedir.

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Cite This Article

DEMİRBAĞ, M., KINGIR, S., ÇEPNİ, S. (2015). The Relationship between Prospective Teachers’ Belief Systems and Writing-to-Learn. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 16 - Sayı: 2, 423–442. https://ajindex.com/articles/263759

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