Exploration of Preservice Science Teachers Epistemological Beliefs World Views and Self Efficacy Considering Gender and Achievement

Date

2013-01-01

Author

Yılmaz Tüzün, Özgül

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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.

Subject Keywords

Academic achievement, Epistemological beliefs, Epistemological world views, Gender, Self-efficacy beliefs

URI

https://hdl.handle.net/11511/85545

Journal

Elementary Education Online

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

Ö. Yılmaz Tüzün, “Exploration of Preservice Science Teachers Epistemological Beliefs World Views and Self Efficacy Considering Gender and Achievement,” Elementary Education Online , pp. 659–673, 2013, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/85545.