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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2021 / Cilt: 22 - Sayı: 3

Examination of Pre-Service Teachers' Epistemological Beliefs in Terms of Multiple Variables

Öğretmen Adaylarının Epistemolojik İnançlarının Çoklu Değişkenler Açısından İncelenmesi

İbrahim Serdar KIZILTEPE
Tezcan KARTAL
Pages
2036–2069
Publication Date
2021-12-31
DOI
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AI Summary & Key Takeaways

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

Results showed that preservice teachers had naive epistemological beliefs about the certainty and source of knowledge and sophisticated beliefs about the justification of knowledge and the development of knowledge.

📌 3 Key Takeaways

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Objective & Hypothesis:Epistemological beliefs are central to beliefs about learning and teaching.
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Key Findings & Data:The participants were selected via a simple random sampling method among the 3rd, and 4th-grade preservice teachers enrolled in two different universities.
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Conclusion & Impact:Results showed that preservice teachers had naive epistemological beliefs about the certainty and source of knowledge and sophisticated beliefs about the justification of knowledge and the development of knowledge.
🔬Design:Survey & Empirical Study
📍Scope:2004 Verileri
⚙️Variables:Epistemolojik İnanç · Öğretmen Adayları · Demografik Değişkenler

Abstract

Epistemological beliefs are central to beliefs about learning and teaching. Considering that epistemological beliefs will affect pre-service teachers' teaching approaches, we examined preservice teachers' epistemological beliefs in this study. This study used a cross-sectional survey design. The participants were selected via a simple random sampling method among the 3rd, and 4th-grade preservice teachers enrolled in two different universities. Data obtained from 714 preservice teachers were included in the data analysis. The "Scientific Epistemological Belief Scale" developed by Conley, Pintrich, Vekiri, and Harrison (2004) and adapted into Turkish by many researchers was used to identify preservice teachers' epistemological beliefs. The data were analyzed using the SPSS program. Results showed that preservice teachers had naive epistemological beliefs about the certainty and source of knowledge and sophisticated beliefs about the justification of knowledge and the development of knowledge. In addition, preservice teachers' epistemological beliefs about the certainty and source of knowledge significantly differed in favor of males. The epistemological beliefs of preservice science teachers are more sophisticated than preservice preschool teachers. Besides, preservice teachers' epistemological beliefs did not differ significantly regarding grade level.

Özet

Epistemolojik inançlar, öğrenme ve öğretmeye ilişkin inançlar açısından merkezi bir konumdadır. Epistemolojik inançların öğretmen adaylarının benimseyecekleri öğretim yaklaşımını etkileyeceği düşüncesinden yola çıkarak bu çalışmada öğretmen adaylarının epistemolojik inançları incelemişlerdir. Bu amaçla çalışmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Çalışma grubu farklı iki üniversitelerde öğrenim görmekte olan 3. ve 4. sınıf öğretmen adayları arasından basit seçkisiz örnekleme yöntemi kapsamında belirlenerek 714 kişi araştırmaya dahil edilmiştir. Öğretmen adaylarının epistemolojik inançlarına ilişkin görüşlerinin belirlenmesinde Conley, Pintrich, Vekiri ve Harrison (2004) tarafından geliştirilen ve birçok araştırmacı tarafından Türkçe’ye uyarlanan “Bilimsel Epistemolojik İnanç Ölçeği” kullanılmıştır. Veriler SPSS programında analiz edilmiştir. Araştırma sonuçlarına göre öğretmen adayları bilginin kesinliği ve kaynağına ilişkin naif epistemolojik inançlara, bilginin gerekçesi ve bilginin gelişimine ilişkin sofistike inançlara sahiptirler. Ayrıca öğretmen adayları bilginin kesinliği ve kaynağına ilişkin epistemolojik inançlarının erkek öğretmen adayları lehinedir. Fen öğretmen adaylarının epistemolojik inançları okul öncesi öğretmen adaylarına göre daha sofistikedir. Sınıf düzeyine göre ise öğretmen adaylarının epistemolojileri arasında anlamlı bir farklılık yoktur.

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Cite This Article

KIZILTEPE, İ. S., KARTAL, T. (2021). Examination of Pre-Service Teachers' Epistemological Beliefs in Terms of Multiple Variables. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 22 - Sayı: 3, 2036–2069. https://ajindex.com/articles/396891

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