2014

Fizik Öğretmenlerinin Bilimsel Epistemolojik İnançlarının Farklı Değişkenlere Göre İncelenmesi

Bireylerin sahip olduğu epistemolojik inançlar, bilgiye, öğrenmeye ve öğretmeye yönelik tutumlarını belirler. Bu araştırmada fizik öğretmenlerinin epistemolojik inanç düzeyleri ve bu inançlar üzerinde cinsiyet, mesleki deneyim ve öğrenim durumu değişkenlerinin etkisi araştırılmıştır. Araştırmada, nedensel karşılaştırma modeli kullanılmıştır. Araştırmaya İç Anadolu Bölgesinde görev yapmakta olan 106’sı kadın, 99’u erkek toplam 205 fizik öğretmeni katılmıştır. Veriler, Conley, Pintrich, Vekiri ve Harrison (2004) tarafından geliştirilen ve Özkan (2008) tarafından Türkçeye uyarlanmış olan Bilimsel Epistemolojik İnanç Ölçeği ile toplanmıştır. Verilerin analizinde parametrik testlerden yararlanılmıştır. Elde edilen bulgular fizik öğretmenlerinin gelişmiş epistemolojik inançlara sahip olduğunu göstermiştir. Ayrıca epistemolojik inançlar açısından kadın ve erkek öğretmenler arasında istatistiksel açıdan anlamlı farklılık olmadığı görülmüştür. Öğrenim durumu değişkeninin de fizik öğretmenlerinin epistemolojik inançları üzerinde etkili olmadığı bulgusuna ulaşılmıştır. Mesleki deneyim değişkenin etkisi araştırıldığında ise, mesleki deneyimi daha az olan öğretmenlerin bilginin kaynağına, bilginin kesinliğine ve bilginin gerekçelendirilmesine yönelik olarak daha gelişmiş epistemolojik inançlara sahip oldukları görülmüştür.

An Investigation of Epistemological Beliefs of Physics Teachers According to Different Variables

Epistemological beliefs adopted by individuals determine their knowledge, learning and teaching orientations. For this reason, the purpose of this research is to investigate physics teachers’ belief levels, as well as the questions about what effect gender, professional experience, and educational background variables have on these levels. Causal-comparative model was used to study these variables. Participants were 205 physics teachers consisting of 106 women and 99 men who work in the Central Anatolia Region of Turkey. All the data was collected with the Scientific Epistemological Beliefs Scale developed by Conley, Pintrich, Vekiri & Harrison (2004). This scale was adapted into Turkish by Özkan (2008). The data was analyzed using parametric tests. Ultimately, findings indicated that physics teachers had sophisticated epistemological beliefs. In addition, there was no statistically significant difference between female and male teachers in terms of beliefs. Educational background variable was found not to have any effect on epistemological beliefs of physics teachers. In regards to professional experience variable, teachers with less experience had more sophisticated epistemological beliefs about the source of knowledge, certainty of knowledge and justification of knowledge.

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