TURKISH ELEMENTARY PRE-SERVICE TEACHERS’ EPISTEMOLOGICAL BELIEFS1

Bu çalışmanın amacı, ilköğretim bölümü 1., 2., 3. ve 4. sınıf öğretmen adaylarının epistemolojik inançlarının ve bu inançlarının sınıf düzeyi, cinsiyet ve öğrenim görülen bölüme göre nasıl değiştiğinin incelenmesidir. Çalışma grubu 470 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak, Schommer'ın Epistemolojik İnançlar Ölçeği kullanılmıştır. Öğretmen adaylarının Epistemolojik İnançlarını sınıf düzeyi, cinsiyet ve öğrenim görülen bölüme göre anlamlı farklılık gösterip göstermediğini incelemek amacıyla bağımsız örneklem t testi ve ANOVA testi kullanılmıştır. Bu araştırmanın sonucuna göre, öğretmen adaylarının bilginin basitliğine yönelik epistemolojik inançları cinsiyet, bölüm ve sınıf düzeyi açısından istatistiksel olarak anlamlı bulunmamış, öğretmen adaylarının bilginin kesinliğine yönelik epistemolojik inançları cinsiyet ve sınıf düzeyinde istatistiksel olarak anlamlı olmadığı tespit edilmiştir. Bununla birlikte, öğretmen adaylarının doğuştan gelen epistemolojik inançlarının, öğrenim gördükleri bölüm açısından istatistiksel olarak anlamlı olmadığı sonucuna varılmıştır. Diğer taraftan, öğretmen adaylarının doğuştan gelen epistemolojik inançları, cinsiyet ve sınıf düzeyi bakımından istatistiksel olarak anlamlı bulunmuştur. Ayrıca, öğretmen adaylarının bilginin kesinliği hakkındaki epistemolojik inançlarının öğrenim gördükleri bölüm bakımından istatistiksel olarak anlamlı olduğu tespit edilmiştir. Araştırmanın sonucunda, öğretmenlerin ve öğretmen adaylarının daha fazla epistemolojik düşündürmektedir. Araştırma sonuçlarının etkileri tartışılmıştır. inançlarının araştırılması ve geliştirilmesinin gerekli olabileceğini

TÜRK İLKÖĞRETİM ÖĞRETMEN ADAYLARININ EPİSTEMOLOJİK İNANÇ DÜZEYLERİ

The purposes of the study were to investigate 1rt, 2nd, 3rd and 4rd grade pre-service elementary teachers’ epistemological beliefs and how these beliefs change with grade level, gender, and department. The sample of the research included 470 pre-service elementary teachers. Schommer’s Epistemological Belief Questionnaire (SEQ) was used to collect data. To evaluate the effect of grade level, gender and department on pre-service teachers’ epistemological beliefs, independent t test, and ANOVA were conducted. Results showed that Pre-service teachers’ epistemological beliefs of simple knowledge were not statistically significant in terms of gender, department and grade level, pre-service teachers’ epistemological beliefs of quick learning were not statistically significant in terms of gender and grade level. Moreover, innate ability was not statistically significant in terms of department. On the other hand, pre-service teachers’ epistemological beliefs innate ability has a statistically significant in terms of gender and grade level. Furthermore, pre-service teachers’ epistemological beliefs of quick learning have a statistically significant in terms of department.As a result of the research, it may be necessary to investigate and develop more epistemological beliefs of teachers and pre-service teachers. The effects of the research results are discussed

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