Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement
Yıl: 2013 Cilt: 12 Sayı: 3 Sayfa Aralığı: 659 - 673 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement
Öz: Bu çalışmada fen öğretmen adaylarının epistemolojik inançları, epistemolojik dünya görüşleri ve öz-yeterlik inançları akademik başarıya ve cinsiyete göre incelenmiştir. Çalışmaya 391 öğretmen adayı katılmıştır. Katılımcıların epistemolojik inançlarını belirlemek için Schommer`in (1990) epistemolojik inanç ölçeği kullanılmıştır. Faktör analizi sonucu 4 faktör bulunmuştur. Bunlar, doğuştan gelen yetenek, bilginin değişmezliği, bilginin karmaşık olmayışı ve bilginin otorite tarafından belirlendiğidir. Epistemolojik inanç faktörlerinin yanı sıra, epistemolojik dünya görüşünün ve öz-yeterlik inancının akademik başarıyı ne ölçüde açıkladığı araştırılmıştır. Doğuştan gelen yetenek, bilginin karmaşık olmayışı ve epistemolojik dünya görüşü istatistiksel olarak anlamlı bir şekilde katılımcıların akademik başarısını açıklayabilmiştir. Birinci sınıf öğrencileri için, cinsiyet bakımından bilginin otorite tarafından belirlendiği, doğuştan gelen yetenek ve epistemolojik dünya görüşlerinin farklılık gösterdiği tespit edilmiştir. Son sınıf öğrencileri içinse yine cinsiyet bakımından doğuştan gelen yetenek, bilginin otorite tarafından belirlenmesi ve öz-yeterlik inançlarının her iki boyutunda da farklılıklar bulunmuştur. Bu çalışma epistemolojik inançların zamanla değişebildiğini ve akademik başarı üzerinde etkili olduğunu göstermiştir.
Anahtar Kelime: Konular:
Fen öğretmen adaylarının epistemolojik inançlarının, dünya görüşlerinin ve öz-yeterlik inançlarının cinsiyet ve başarıya göre incelenmesi
Öz: The purpose of this study was to investigate preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs with respect to academic achievement and gender. A total of 391 preservice science teachers participated in this study. Schommer’s Epistemological Questionnaire was administered to measure their epistemological beliefs. Factor analysis revealed four factor structures: “Innate ability,” “Certain knowledge,” “Simple knowledge,” and “Omniscient authority.” Furthermore, contribution of these factors, epistemological world views, and self-efficacy beliefs on students’ grade point average were examined. Innate ability, simple knowledge, and epistemological world views significantly contributed to senior students’ grade point average. For freshmen students, significant differences were obtained for omniscient authority, innate ability, and epistemological world views with respect to gender. For senior students, significant differences were obtained for innate ability, omniscient authority, self-efficacy, and outcome expectancy with respect to gender. This cross sectional study suggested that PSTs’ epistemological beliefs might change over time and have relationship with their academic achievement.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | TÜZÜN YILMAZ Ö, Topcu M (2013). Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. , 659 - 673. |
| Chicago | TÜZÜN YILMAZ Özgül,Topcu Mustafa Sami Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. (2013): 659 - 673. |
| MLA | TÜZÜN YILMAZ Özgül,Topcu Mustafa Sami Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. , 2013, ss.659 - 673. |
| AMA | TÜZÜN YILMAZ Ö,Topcu M Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. . 2013; 659 - 673. |
| Vancouver | TÜZÜN YILMAZ Ö,Topcu M Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. . 2013; 659 - 673. |
| IEEE | TÜZÜN YILMAZ Ö,Topcu M "Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement." , ss.659 - 673, 2013. |
| ISNAD | TÜZÜN YILMAZ, Özgül - Topcu, Mustafa Sami. "Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement". (2013), 659-673. |
| APA | TÜZÜN YILMAZ Ö, Topcu M (2013). Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online (elektronik), 12(3), 659 - 673. |
| Chicago | TÜZÜN YILMAZ Özgül,Topcu Mustafa Sami Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online (elektronik) 12, no.3 (2013): 659 - 673. |
| MLA | TÜZÜN YILMAZ Özgül,Topcu Mustafa Sami Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online (elektronik), vol.12, no.3, 2013, ss.659 - 673. |
| AMA | TÜZÜN YILMAZ Ö,Topcu M Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online (elektronik). 2013; 12(3): 659 - 673. |
| Vancouver | TÜZÜN YILMAZ Ö,Topcu M Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement. İlköğretim Online (elektronik). 2013; 12(3): 659 - 673. |
| IEEE | TÜZÜN YILMAZ Ö,Topcu M "Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement." İlköğretim Online (elektronik), 12, ss.659 - 673, 2013. |
| ISNAD | TÜZÜN YILMAZ, Özgül - Topcu, Mustafa Sami. "Exploration of preservice science teachers’ epistemological beliefs, world views, and self-efficacy considering gender and achievement". İlköğretim Online (elektronik) 12/3 (2013), 659-673. |
