Fen Bilgisi Öğretmen Adaylarının Epistemolojik İnançları, Öğrenme Yaklaşımları ve LYS Puanları Arasındaki İlişkiler

Bu çalışmanın amacı fen bilgisi öğretmenliğine yeni başlayan öğretmen adaylarının epistemolojik inançlarını, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkileri belirlemek ve LYS puanının öğretmen adaylarının öğrenme yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık gösterip göstermediğini incelemektir. Bu araştırma tarama türünde olup çalışma grubunu 2014-2015 eğitim-öğretim yılı güz döneminde Mersin Üniversitesi, İstanbul Üniversitesi, Cumhuriyet Üniversitesi, Muğla Üniversitesi, Gazi Üniversitesi ve Dokuz Eylül Üniversitesi fen bilgisi öğretmenliği programına yeni başlayan 290 öğretmen adayı oluşturmuştur. Verilerin toplanmasında epistemolojik inançlar ölçeği ile iki faktörlü çalışma süreci ölçeği kullanılmıştır. Toplanan verilerin normal dağılım özellikleri göstermemesinden dolayı veri analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Analiz sonucunda fen bilgisi öğretmen adaylarının öğrenmenin çabaya ve yeteneğe bağlı inançlarının gelişmiş olduğu, daha çok derin öğrenme yaklaşımını tercih ettikleri, LYS puanlarıyla çalışma yaklaşımları arasında anlamlı bir ilişki olmadığı; ancak epistemolojik inançlarıyla çok zayıf ve anlamlı bir ilişki olduğu, LYS puanlarının çalışma yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık göstermediği belirlenmiştir.

Anahtar Kelimeler:

öğrenme yaklaşımı, epistemolojik inanç, LYS puanı

-

The purpose of this study is to identify the relationships between epistemological beliefs, learning approaches and university entrance scores of freshmen pre-service science teachers, and to investigate whether there is a significant difference among their Undergraduate Placement Examination scores based on the levels of epistemological beliefs and learning approaches. The survey research design was used in this study and the study group consisted of 290 freshmen pre-service science teachers at Mersin University, İstanbul University, Cumhuriyet University, Mugla University, Gazi University and Dokuz Eylul University at the autumn term of 2014-2015 academic year. Epistemological Beliefs Questionnaire and Revised Two Factor Study Process Questionnaire were used to gather the data. Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze the data obtained from the questionnaires. As a result of the analysis, it was concluded that pre-service science teachers’ beliefs of learning depend on effort and innate ability were more developed, they preferred deep approach more than surface approach, there was no significant relationship between university entrance scores and learning approaches, but there was significant relationship between university entrance scores and epistemological beliefs, the university entrance scores showed no significant difference based on levels of learning approaches and epistemological beliefs

Keywords:

learning approach, epistemological beliefs, university entrance score,

PDF

___

Abraham, R. R., Vinod, P., Kamath, M. G., Asha, K., and Ramnarayan, K. (2008). Learning approaches of under graduate medical students to physology in a non-PBL and partially PBL-oriented curriculum. Advances in Physiology Education, 32(1), 35–37.
Bernardo, A.B. (2003). Approaches to learning and academic achievement of filipino students. J Genet Psychol. 164(1), 101-14.
Biggs, J.B. (1987) The study process questionnaire (spq) users' manual. Hawthorne, Victoria, Australian Council for Educational Research.
Biggs, J., Kember, D., ve Leung, D.Y.P. (2001). “The revised two-factor study process questionniare: R- SPQ-2F”. British Journal of Educational Psychology, 71, 133-149.
Broussard, S. C. & Garrison, M.E. (2004).The relationship between classroom motivation and academic achievement in elementary school-aged children. Family Consumer Science Research Journal, 33(2), 106-120.
Büyüköztürk, Ş.(2005). Sosyal bilimler için veri analiz el kitabı (5.Baskı). Ankara: Pegem A Yayıncılık.
Can, A.(2012). SPSS ile nicel veri analizi. Ankara: Pegem A Yayıncılık
Cano, F. (2005). Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221.
Cano, F. (2007). Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education, 22(2), 131 – 151.
Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approachesto learning, Research in Education, 69, 36–50.
Chen, J., & 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, 75-87.
Deryakulu, D.(2002). Denetim odağı ve epistemolojik inançların öğretim materyalini kavramayı denetleme türü ve düzeyi ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 55- 61.
Deryakulu, D. (2004). Epistemolojik İnançlar. Kuzgun & Deryakulu (Ed.), Eğitimde Bireysel Farklılıklar İçinde (s. 259-287). Ankara: Nobel.
Deryakulu, D. & Büyüköztürk, S. (2002). Epistemolojik inanç ölçeği'nin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları Dergisi, 2 (8), 111-125.
Drysdale, M.T.B., Ross, J.L. & Schulz, R.A. (2001). Cognitive learning style and academic performance in 19 first-year university courses: Successful students versus student at risk. Journal of Education, 6(3), 271-289.
Duff, A. (2004). Understanding academic performance and progression of first year accounting and business economics undergraduates: The role of approaches to learning and prior academic achievement. Accounting Education: An International Journal, 13(4), 409–430.
Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), 33-48.
Hancock, D. R. (2001). Effect of test anxiety and evaluative threats on students’ achievement and motivation. The Journal of Educational Research, 94 (5), 284-290.
Harties, C., Gruber, H., & Hertramph, H. (2010). How epistemic beliefs influence e-learning in daily work-life. Educational Technology and Society, 13, 201-211.
Hasnor, H.N., Ahmad, Z. & Nordin, N. (2012). The Relationship Between Learning Approaches And Academic Achievement Among Intec Students, Uitm Shah Alam. 6th International Conference on University Learning and Teaching (InCULT 2012).
Kalaycı, Ş.(2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayın Dağıtım.
Karasar, N.(2005). Bilimsel Araştırma Yöntemi(15.baskı). Ankara: Nobel Yayınları.
Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, 26, 205-221.
Koç-Erdamar & Bangir-Alpan (2011). Öğretmen adaylarının epistemolojik inançları. e-Journal of New World Sciences Academy, 6(4).
Köse, S. & Dinç, S.(2012). Fen ve teknoloji öğretmen adaylarının biyoloji öz yeterlik algıları ile epistemolojik inançları arasındaki ilişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(13), 121-141.
Lent, R.W., Larkin, K.C., and Brown, S.D.(1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33 (3), 265-269.
Marton, F. & Saljo, R. (1976). On qualitative differences in learning-I: Outcome and Process. British Journal of Educational Psychology, 46, 4-11.
Minbashian, A., Huon, G.F., & Bird, K.D. (2004). Approaches to studying and academic performance in short-essay exams. Higher Education, 47, 161-176.
Mohammed, M.T. & El-Habbal, M. (2013). The relationship between epistemic beliefs and academic performance: Are better student always more mature? Journal of Educational and Developmental Psychology, 3(1). http://www.ccsenet.org/journal/index.php
Nordin, N., Wahab, R.A., & Dahlan, N.A. (2013). Approaches to Learning among Trainee Teachers: Malaysian experiences. Procedia - Social and Behavioral Sciences 105 (2013) 284 – 293.
Önder, İ. ve Beşoluk, Ş. (2010). “Düzenlenmiş İki Faktörlü Çalışma Süreci Ölçeği’nin (R-SPQ-2F) Türkçeye Uyarlanması”. Eğitim ve Bilim, 35(157), 55–67.
Peng, H., & Fitzgerald, G. (2006). Relationships between teacher education students' epistemological beliefs and their learning outcomes in a case-based hypermedia learning environment. Journal of Technology and Teacher Education, 14, 255-285.
Perry, W.G.(1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Cambridge, MA:Bureau of Study Counsel, Harvard University. (ERIC Document Reproduction Service No. ED024315). (Erişim tarihi: 23.10.2014).
Prosser, M. & Millar, R. (1989). The 'how' and 'what' of learning physics. The European journal of Psychology of Education, 4, 513-528.
Qian, G. & Elvermann, D. (2000). Relationship between epistemological beliefs and conceptual change. Reading & Writing Quarterly, 16 (1), 59-74.
Ramsden, P. (2003). Learning to teach in higher education (2nd). London and New York: Routledge Farmer.
Rodríguez, L. & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31 (5), 617–636.
Schommer, M.(1990). Effects of beliefs about the natüre of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
Schommer (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85 (3), 406-411.
Schommer, M. & Dunnel, P. A. ( 1997). Epistemological beliefs of gifted high school students. Roeper Review, 19(3), 153-156.
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19 –29.
Schommer-Aikins, M., Duell, O., & Hutter, R. (2005). Epistemological beliefs, mathematical problem- solving beliefs, and academic performance of middle school students. Elementary School Journal, 105, 289-304.
Sezgin-Selçuk, G., Çalışkan, S., & Erol, M. (2007). Fizik öğretmen adaylarının öğrenme yaklaşımlarının değerlendirilmesi. Gazi Eğitim Fakültesi Dergisi, 27(2), 25-41.
Stiernborg, M. & Bandaranayeke, R.C. (1996). Medical students’ approaches to studying. Medical Teacher, 18(3), 229–236.
Strathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physical-related epistemological beliefs and physical understanding. Contemporary Educational Psychology, 32, 255-281.
Şahin Taşkın, Ç. (2011). Epistemolojik inançlar: öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (19), 273-285.
Tanrıverdi, B. (2012). Pre-Service Teachers’ Epistemological Beliefs and Approaches to Learning. Procedia - Social and Behavioral Sciences, 46 (2012), 2635 – 2642.
Trigwell, K., & Prosser, M. (1991). Relating approaches to study and the quality of learning outcomes at the course level. British Journal of Educational Psychology, 61, 265-275.
Tuckman, B.W. (2003). The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44, 430-437.
Zhu, C., Valcke, M. & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions and approaches to study: a cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411–423.