Ayşe Gül ÇİRKİNOĞLU ŞEKERCİOĞLU, HASENE ESRA YILDIRIR

Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Bu araştırmada, Eğitim Fakültesi İlköğretim Matematik, Fen Bilgisi ve Ortaöğretim Bölümlerinde öğrenim gören 1004 öğretmen adayının epistemolojik inançları ve bu inançların cinsiyet, öğrenme stili, akademik başarı, sınıf ve bölüme göre değişiklik gösterip göstermediğinin belirlenmesi amaçlanmıştır. Veri toplamak amacıyla Epistemolojik İnanç Ölçeği ve Kolb Öğrenme Stili Ölçeği kullanılmıştır. Analiz sonuçları incelendiğinde, cinsiyete göre epistemolojik inançlarda farklılıklar görülmüştür. Ayrıca, öğrenme stilleri ile epistemolojik inançları arasında negatif bir ilişki bulunmuştur. Analiz sonuçlarına göre, öğretmen adaylarının, öğrenmenin çabaya bağlı olduğuna inanç ile ilgili inançlarının daha gelişmiş tek bir doğrunun var olduğu ile ilgili inançlarının daha az gelişmiş düzeyde olduğu, epistemolojik inançlarında her bir boyutta sınıf düzeylerine göre anlamlı farklılıklar olduğu ve kızların erkeklere göre epistemolojik inançlarının daha gelişmiş olduğu belirlenmiştir.

Anahtar Kelimeler:

Epistemolojik inançlar, öğretmen adayları, öğrenme stilleri

Examination of The Epistemological Beliefs of The Teacher Candidates According to Some Variables

This study aimed to determine the epistemological beliefs of 1004 teacher candidates studying at the Education Faculty, Secondary Grade Science and Mathematics Education departments, and the teacher candidates attending the Primary Grade Mathematics and Science Education departments and to examine whether these epistemological beliefs differ on the basis of gender, learning style, academic average, class level and department. The study made use of the Epistemological Beliefs Inventory and the Kolb Learning Styles Questionnaire. According to the analysis results, there were differences seen in dependent variables based on gender. Also, there was a negative relationship found between the learning styles and epistemological beliefs. The analysis results suggest that the teacher candidates mostly possess a strong belief that learning is dependent on effort and that they possess a weak belief that there is only one truth that epistemological beliefs of the candidates show meaningful differences on the basis of each dimension and class levels and that females possess more developed beliefs than males.

Keywords:

Epistemological beliefs, teacher candidates, learning styles,

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