ÖĞRETMEN ADAYLARININ BİLİMSEL EPİSTEMOLOJİK İNANÇLARINDAKİ DEĞİŞİM ÜZERİNE KARŞILAŞTIRMALI BİR ÇALIŞMA

Bu çalışmanın amacı bilimsel araştırma yöntemleri dersi ile bu ders kapsamında farklı bilimsel araştırmaları incelemenin sınıf öğretmeni adaylarının bilimsel epistemolojik inançları üzerindeki etkisini belirlemektir. Bu amaç doğrultusunda Ege bölgesinde bulunan bir Eğitim Fakültesinin Sınıf Öğretmenliği Anabilim Dalında öğrenim gören 99 öğretmen adayına Pomeroy (1993) tarafından geliştirilen ve Deryakulu ve Bıkmaz (2003) tarafından Türkçe ’ye uyarlanan “Bilimsel Epistemolojik İnançlar Ölçeği” uygulanmıştır. 14 hafta süren çalışmada bilimsel epistemolojik inançlar ölçeği ön-son test olarak bir ders saati süresince çalışmadan önce ve çalışma sonrasında uygulanmıştır. Nicel verilerin analizinde aritmetik ortalamalar, paired sample t-testi ve ? = .05 için ANCOVA analizleri yapılmıştır. Elde edilen sonuçlar bilimsel araştırma yöntemleri dersi kapsamında farklı bilimsel araştırmaları incelemenin öğretmen adaylarının bilimsel epistemolojik inançlarını yapılandırmacı inançlara doğru değiştirme etkili olduğunu, ancak bu etkinin çok fazla olmadığını göstermektedir.

Anahtar Kelimeler:

inançlar, epistemolojik inançlar, bilimsel epistemolojik inançlar, inançlardaki değişim

A Comparative Study on The Change of Pre-service Teachers’ Scientific Epistemological Beliefs

The purpose of this study was to investigate the effect of both scientific research method course and examining Master and Doctoral dissertation on pre-service primary school teachers’ scientific epistemological beliefs. The sample of the study consisted of 99 pre-service primary school teachers from and education faculty in the Aegean Region of Turkey. The data were obtained from a likert-type questionnaire “Scientific Epistemological Beliefs” designed by Pomeroy (1993) and translated into Turkish language by Deryakulu and Bıkmaz (2003). The questionnaire was used as pre-and-post tests in the study that took place in 14 weeks. It was administered to the participants by the researchers before and after the course during a single class period. In the analysis of the quantitative data, the mean, the paired-sample t-test and ANCOVA with ? = .05 were employed. The results of the study show that both scientific research method course and examining master and doctoral dissertation were effective to change the pre-service primary school teachers’ scientific epistemological beliefs, but this effect was not strong.

Keywords:

beliefs, epistemological beliefs, scientific epistemological beliefs, changing beliefs,

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