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Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi / 2019 / Cilt: 52 - Sayı: 2

Developing Epistemological Views of Teacher Candidates with Laboratory Practices Based on Transformative Learning Theory

Dönüştürücü Öğrenme Kuramına Dayalı Laboratuvar Uygulamaları ile Öğretmen Adaylarının Epistemolojik Görüşlerinin Geliştirilmesi

Kaan BATI
Pages
525–546
Publication Date
2019-08-01
DOI
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AI Summary & Key Takeaways

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

Based on qualitative and quantitative findings, recommendations for further research are presented.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this research, the effects of biology laboratory applications based on transformative learning theory bounded by Mezirow on critical thinking skills of science teacher candidates were examined.
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Key Findings & Data:The study group consisted of the students who were attending the 2nd year of science teaching at a state university and who took the general biology laboratory I and II courses of the 2017- 2018 academic year.
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Conclusion & Impact:Based on qualitative and quantitative findings, recommendations for further research are presented.
🔬Design:Research Article
📍Scope:2017- 2018 Verileri
⚙️Variables:Transformative learning theory · epistemological views · teacher education

Abstract

In this research, the effects of biology laboratory applications based on transformative learning theory bounded by Mezirow on critical thinking skills of science teacher candidates were examined. For this purpose, the pre-test post-test control group-free design of the quasi-experimental method was used. The study group consisted of the students who were attending the 2nd year of science teaching at a state university and who took the general biology laboratory I and II courses of the 2017- 2018 academic year. The research was conducted with a total of 73 teacher candidates in three different laboratory branches. In order to collect the data, semi-structured interview and document analysis methods were used together with the Scientific Epistemological Views Scale. When the data collected within the scope of the research were analyzed, it was determined that the pre-test scores of the pre-test scores of the teachers' scientific epistemological views scale changed significantly (t= -4.67, p=.000) and the application carried out accordingly increased the epistemological views of the prospective teachers. Based on qualitative and quantitative findings, recommendations for further research are presented.

Özet

Bu araştırma kapsamında Mezirow tarafından sınırları belirlenen dönüştürücü (transformative) öğrenme kuramına dayalı yürütülen biyoloji laboratuvarı uygulamalarının, fen bilgisi öğretmen adaylarının epistemolojik görüşleri üzerindeki etkisi incelenmiştir. Bu amaçla, deneme öncesi modelin öntest sontest kontrol grupsuz deseni kullanılmıştır. Araştırmanın çalışma grubu, bir devlet üniversitesinde Fen Bilgisi Öğretmenliği Ana Bilim Dalı 2. sınıfa devam eden ve 2017-2018 öğretim yılı genel biyoloji laboratuvarı I ve II derslerini alan öğrencilerden oluşturulmuştur. Araştırma 73 öğretmen adayı ile toplam üç farklı laboratuvar şubesinde yürütülmüştür. Verilerin toplanması için Bilimsel Epistemolojik Görüş Ölçeği (BEGÖ) ile birlikte yarı yapılandırılmış görüşme ve doküman incelemesi yöntemleri kullanılmıştır. Araştırma kapsamında toplanan veriler analiz edildiğinde, öğretmen adaylarının bilimsel epistemolojik görüşler ölçeği sontest puanlarının öntest puanlarından anlamlı düzeyde farklılaştığı (t= -4.67, p=.000) ve buna bağlı olarak yürütülen uygulamanın öğretmen adaylarının epistemolojik görüşlerini arttırdığı belirlenmiştir. Nitel ve nicel bulgulardan yola çıkarak daha sonraki araştırmalar için öneriler sunulmuştur.

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Cite This Article

BATI, K. (2019). Developing Epistemological Views of Teacher Candidates with Laboratory Practices Based on Transformative Learning Theory. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt: 52 - Sayı: 2, 525–546. https://ajindex.com/articles/264078

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