Öğretmen Adaylarının Çözünme Konusundaki Kavramsal Anlamalarının CHAID Analizi ile İncelenmesi

Bu çalışmanın amacı öğretmen adaylarının çözünme konusundaki kavramsal anlamaları ile öğrenme yaklaşımları, motivasyonları ve bilimsel epistemolojik inançları arasındaki ilişkileri CHAID analizi ile incelemektir. Çalışma nicel araştırma yöntemlerinden biri olan ilişkisel araştırma yöntemiyle yürütülmüştür. Bu amaçla çalışmaya 618 öğretmen adayı katılmıştır. Çalışmada veri toplama aracı olarak çözünme kavram testi, iki faktörlü öğrenme yaklaşımları ölçeği, kimya motivasyon ölçeği ve bilimsel epistemolojik inanç ölçeği kullanılmıştır. Çalışmada elde edilen verilerin analizinde CHAID (Chi-squared Automatic Interaction Detection) analizi kullanılmıştır. Çalışmanın sonunda, bilimsel epistemolojik inançların, kariyer motivasyonun ve yüzeysel öğrenme yaklaşımının öğretmen adaylarının çözünme konusundaki kavramsal anlamaları üzerinde anlamlı bir etkisi olduğu belirlenmiştir. Ayrıca CHAID analizi, öğretmen adaylarının çözünme konusundaki kavramsal anlamalarını yordayan en önemli değişkenin bilimsel epistemolojik inançlar olduğunu ortaya koymuştur.

Investigation of Preservice Teachers' Conceptual Understanding of Dissolution through CHAID Analysis

The aim of this study was to investigate the relations between preservice teachers' conceptual understanding of dissolution, learning approaches, motivation and scientific epistemological beliefs through CHAID analysis. The study was conducted with correlational research design, which is one of the quantitative research methods. For this purpose, a total of 618 preservice teachers participated in the study. The dissolution concept test, the two-factor study process questionnaire (R-SPQ-2F), chemistry motivation questionnaire and scientific epistemological beliefs survey were used as data collection tools. CHAID (Chi-squared Automatic Interaction Detection) analysis was used to analyze the data of the study. At the end of the study, a significant effect of preservice teachers' scientific epistemological beliefs, career motivation and surface learning approaches on their conceptual understanding of dissolution was determined. In addition, results of CHAID analysis showed that the scientific epistemological beliefs were the most important predictor of preservice teachers' conceptual understanding of dissolution.

___

  • Altermatt, E. R., & Pomerantz, E. M. (2005). The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development, 14(1), 61-81.
  • Baker, S. R. (2003). A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35, 569-591.
  • Batı, A. H., Tetik, C., & Gürpınar, E. (2010). Öğrenme yaklaşımları ölçeği yeni şeklini Türkçeye uyarlama ve geçerlilik güvenirlilik çalışması. Türkiye Klinikleri Tıp Bilimleri Dergisi, 30(5), 1639- 1646.
  • Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher education research and development, 8(1), 7-25.
  • Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133- 149.
  • Boujaoude, S. B., & Giuliano, F. J. (1994). Relationships between achievement and selective variables in a chemistry course for nonmajors. School Science and Mathematics, 94(6), 296-302.
  • Boujaude, S. (1992). The relationship between students' learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687-699.
  • Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: Afunctional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7-26.
  • Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students' domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
  • Burrows, N. L., & Mooring, S. R. (2015). Using concept mapping to uncover students' knowledge structures of chemical bonding concepts. Chemistry Education Research and Practice, 16(1), 53-66.
  • Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91, 750-762.
  • Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
  • Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140, 980- 1008.
  • Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44 (7), 1596-1603.
  • Chan, K. W. (2002). Students' epistemological beliefs and approaches to learning. Paper presented at the annual conference of the Australian association for research in education. Australia: Brisbane
  • Chan, K. W. (2003). Hong Kong teacher education students' epistemological beliefs and approaches to learning. Research in Education, 69(1), 36-50.
  • Chan, K. W. (2007). Hong Kong teacher education students' epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia PacificEducation Researcher, 16(2), 199-214.
  • Chen, J. A. (2012). Implicit theories, epistemic beliefs, and science motivation: A personcentered approach. Learning and Individual Differences, 22, 724-735.
  • Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75-87.
  • Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of research in science teaching, 37(2), 109-138.
  • Davidson, R.A. (2002). Relationship of study approach and exam performance. Journal of Accounting Education, 20(1), 29-44.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
  • Demetriadis, S. N., Papadopoulos, P. M., Stamelos, J. G., & Fischer, F. (2008). The effect of scaffolding students: Context-generating cognitive activity in technology-enhanced case-based learning. Computers & Education, 51(2), 939-954.
  • Deryakulu, D., & Bıkmaz, F. H. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, 2(4), 243-257.
  • Doğan, N., & Özdamar, K. (2003). CHAID analizi ve aile planlaması ile ilgili bir uygulama. Turkiye Klinikleri, 23(5), 392-397.
  • Drew, P. Y., & Watkins, D. (1998). Affective variables, learning approaches and academic achievement: A causal modelling investigation with Hong Kong tertiary students. British Journal of Educational Psychology, 68(2), 173-188.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256-273.
  • Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80(2), 181-201.
  • Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation?. International Journal of Educational Research, 39(4), 339-356.
  • Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
  • Eyceyurt Türk, G., Akkuş, H., & Tüzün, Ü. N. (2014). Fen bilgisi öğretmen adaylarının çözünme ile ilgili imajları. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 65-84.
  • Eymur, G., & Geban, Ö. (2011). An investigation of relationship between motivation and academic achievement of pre-service chemistry teachers. Education and Science, 36(161), 246-255.
  • Felder, R.M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72.
  • Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students' academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77(4), 873-891.
  • Fensham, P. & Fensham, N. (1987). Description and frameworks of solutions and reactions in solutions. Research in Science Education, 17, 139-148.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Gamoran, A. (1987). The stratification of high school learning opportunities. Sociology of education, 60(3), 135-155.
  • Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of research in science teaching, 48(10), 1159-1176.
  • Hofer, B. K. & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353-383.
  • Juri?evi?, M., Gla?ar, S. A., Pu?ko, C. R., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30(1), 87-107.
  • Kayri, M., & Boysan, M. (2007). Araştırmalarda CHAID analizinin kullanımı ve baş etme stratejileri ile ilgili bir uygulama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2), 133-149.
  • Keller, J.M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status (pp. 383-434). Hillsdale, NJ: Erlbaum.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Lattuca, L.R., & Stark, J.S. (1994). Will disciplinary perspectives impede curricular reform? Journal of Higher Education, 65(4), 401-426.
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52.
  • Minnaert, A. & Janssen, P.J. (1992). Success and progress in higher education: A structural model of studying. British Journal of Educational Psychology, 62,184-192.
  • Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469-494.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144.
  • Nunnally, J. (1978). Psychometric theory. New York: McGraw-Hill. O'Rourke, N., Hatcher, L., & Stepanski E. J. (2005). A Step-by-Step Approach to Using SAS for Univariate and Multivariate Statistics (Second Edition). Cary, NC: SAS Institute Inc
  • Pamuk, S., Sungur, S., & Oztekin, C. (2016). A multilevel analysis of students' science achievements in relation to their self-regulation, epistemological beliefs, learning environment perceptions, and teachers' personal characteristics. International Journal of Science and Mathematics Education, Advance online publication. doi: 10.1007/s10763-016-9761-7.
  • Pehlivan, G. (2006). CHAID analizi ve bir uygulama. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Phan, H. P. (2008). Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study. British Journal of Educational Psychology, 78(1), 75-93.
  • Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established. British Journal of Educational Psychology, 79(1), 155-173.
  • Pınarbaşı, T. & Canpolat, N. (2003). Pre-service teacher trainees' understanding of solution chemistry concepts. Journal of Chemical Education, 80(11), 1328-1332.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667-686.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, the University of Michigan. (ERIC Document Reproduction Service No. ED338 122.
  • Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science education, 77(3), 261-278.
  • Ramsden, P. (2003). Learning to teach in higher education. London: Routledge Falmer. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3), 498-504.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of educational psychology, 85(3), 406-411.
  • Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40.
  • Schommer-Aikins, M., Mau, W. C., Brookhart, S., & Hutter, R. (2000). Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94(2), 120-127.
  • Schreiber, J. B., & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Community College Journal of Research and Practice, 27, 699- 709.
  • Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82(1), 3-6.
  • Şen, Ş., & Yılmaz, A. (2012). Erime ve çözünmeyle ilgili kavram yanılgılarının ontoloji temelinde incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 54-72.
  • Şen, Ş., & Yılmaz, A. (2014). Lise ve üniversite öğrencilerinin kimyaya yönelik motivasyonlarının incelenmesi: Karşılaştırmalı bir çalışma. Batı Anadolu Eğitim Bilimleri Dergisi (BAED), 5(10), 17-37.
  • Şen, Ş., Yılmaz, A., & Yurdugül, H. (2014). An evaluation of the pattern between students' motivation, learning strategies and their epistemological beliefs: The mediator role of motivation. Science Education International, 25(3), 312-331.
  • Şengül Avşar, A., & Yalçın, S. (2015). Öğrencilerin okuma başarılarını açıklayan ailesel değişkenlerin CHAID analizi ile belirlenmesi. Eğitim ve Bilim, 40(179), 1-9.
  • Slavin, R. S. (2012). Educational Psychology: Theory and Practice (10th Edition). Boston: Pearson Education.
  • Smith, K.J. & Metz, P.A. (1996). Evaluating pre-service teacher trainee understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73(3), 233-235.
  • Smith, S.N., & Miller, R.J. (2005). Learning approaches: Examination type, discipline of study, and gender. Educational Psychology, 25(1), 43-53.
  • Tarabashkina, L., & Lietz, P. (2011). The impact of values and learning approaches on student achievement: Gender and academic discipline influences. Issues in Educational Research, 21(2), 210-231.
  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R.
  • (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.
  • Topçu, S., & Leana-Taşcılar, M. Z. (2016). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, Advance online publication. doi: 10.1177/0261429416646192
  • Topkaya, N., Yaka, B., & Öğretmen, T. (2011). Öğrenme ve ders çalışma yaklaşımları envanterinin uyarlanması ve ilgili yapılarla ilişkisinin incelenmesi. Eğitim ve Bilim, 36(159), 192-204.
  • Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348-366.
Bartın Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2012
  • Yayıncı: Bartın Üniversitesi Eğitim Fakültesi