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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2010 / Cilt: 2010 - Sayı: 39

İlköğretim okulu öğretmenlerinin fen öğretimine yönelik inançları

In-service elementary school teachers' beliefs in science teaching practices

Mine IŞIKSAL
Hamide ERTEPINAR
Elvan ŞAHİN
Pages
296–306
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

It was found that beliefs in using technology, self-efficacy, and experience in teaching were among the significant predictors of beliefs in using inquirybased instructional strategies.

📌 3 Key Takeaways

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Objective & Hypothesis:The present study aimed to (1) determine elementary school teachers’ beliefs in using reform-based instructional strategies and traditional teaching approaches in science classrooms as well as their self-efficacy beliefs in science teaching, (2) examine the effect of sex and school type on those beliefs, and (3) investigate the significant predictors of teachers’ beliefs in using inquiry-based teaching strategies.
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Key Findings & Data:The data were collected through implementation of Turkish version of ‘Teacher Beliefs toward Instructional Pedagogies Questionnaire’ to 197 in-service teachers.
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Conclusion & Impact:It was found that beliefs in using technology, self-efficacy, and experience in teaching were among the significant predictors of beliefs in using inquirybased instructional strategies.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The present study aimed to (1) determine elementary school teachers’ beliefs in using reform-based instructional strategies and traditional teaching approaches in science classrooms as well as their self-efficacy beliefs in science teaching, (2) examine the effect of sex and school type on those beliefs, and (3) investigate the significant predictors of teachers’ beliefs in using inquiry-based teaching strategies. The data were collected through implementation of Turkish version of ‘Teacher Beliefs toward Instructional Pedagogies Questionnaire’ to 197 in-service teachers. The results reflected that the participants had strong favorable beliefs in using inquiry-based and technology-enhanced instructional strategies, whereas they did not hold strong beliefs to use traditionally-designed instructional strategies. The results also revealed that private school teachers had significantly higher self-efficacy beliefs than public school teachers. It was found that beliefs in using technology, self-efficacy, and experience in teaching were among the significant predictors of beliefs in using inquirybased instructional strategies.

Özet

Bu çalışmanın amacı (1) ilköğretim okullarında çalışan öğretmenlerin fen öğretiminde reforma dayalı öğretim stratejileri ile geleneksel öğretim yöntemlerinin kullanımına yönelik inançlarını ve fen öğretimine yönelik öz-yeterlik algılarını belirlemek, (2) bu inançlara çalışmakta oldukları okul tipinin ve cinsiyetin etkisini incelemek ve (3) öğretmenlerin sorgulamaya dayalı öğretim stratejilerinin kullanımına yönelik inançlarının anlamlı belirleyicilerini tespit etmektir. Veriler, ‘Öğretim Pedagojilerine Yönelik Öğretmen İnançları Ölçeği’nin Türkçeye adaptasyonun 197 öğretmene uygulanmasıyla elde edilmiştir. Sonuçlara göre katılımcılar sorgulamaya ve teknoloji kullanımına dayalı öğretim stratejilerine yönelik güçlü inançlara sahipken geleneksel öğretim yöntemlerinin kullanımına yönelik kısmen daha zayıf inançlara sahiptirler. Sonuçlar aynı zamanda özel okullarda çalışan öğretmenlerin devlet okullarında çalışan öğretmenlere göre daha yüksek öz-yeterlik algısına sahip olduklarını göstermiştir. Teknoloji kullanımına yönelik inanç, öz-yeterlik algısı ve öğretmenlik tecrübesinin sorgulamaya dayalı öğretim stratejilerinin kullanımına yönelik inançları açıklamada anlamlı belirleyiciler arasında yer aldıkları bulunmuştur.

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Cite This Article

IŞIKSAL, M., ERTEPINAR, H., ŞAHİN, E. (2022). İlköğretim okulu öğretmenlerinin fen öğretimine yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2010 - Sayı: 39, 296–306. https://ajindex.com/articles/532328

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