Author :
Abstract
In this study, the epistemological views of 147 prospective physics teachers’, who are attending a faculty of education in Aegean Region, was tried to figure out. At the end of the research, it was seen that although there is no relationship between the learning centered epistemological views and academic grades, there is a meaningful but low relationship between the “justification of knowledge” factor of knowledge centered epistemological views and academic grades. On the other hand, while the learning centered epistemological views were not differentiated with gender, it was seen that the girls’ knowledge centered epistemological views were more developed regarding the “justification of knowledge”, “theory ladennes” and “creativity” factors. Finally, it was also determined that learning centered epistemological views were more developed in all grade levels and 2nd graders’ views were determined to be meaningfully differentiated from 3rd and 5th graders for the factor of “there is a single truth”. For the knowledge centered epistemological views, there was a significant difference between 1st and 4th and 5th graders in favor of 4th and 5th grades. Moreover, it was also seen that 4th and 5th graders’ knowledge centered epistemological views are more developed for the factor of “theory ladennes”. Some suggestions were offered according to the results obtained.
Keywords
Abstract
In this study, the epistemological views of 147 prospective physics teachers’, who are attending a faculty of education in Aegean Region, was tried to figure out. At the end of the research, it was seen that although there is no relationship between the learning centered epistemological views and academic grades, there is a meaningful but low relationship between the “justification of knowledge” factor of knowledge centered epistemological views and academic grades. On the other hand, while the learning centered epistemological views were not differentiated with gender, it was seen that the girls’ knowledge centered epistemological views were more developed regarding the “justification of knowledge”, “theory ladennes” and “creativity” factors. Finally, it was also determined that learning centered epistemological views were more developed in all grade levels and 2nd graders’ views were determined to be meaningfully differentiated from 3rd and 5th graders for the factor of “there is a single truth”. For the knowledge centered epistemological views, there was a significant difference between 1st and 4th and 5th graders in favor of 4th and 5th grades. Moreover, it was also seen that 4th and 5th graders’ knowledge centered epistemological views are more developed for the factor of “theory ladennes”. Some suggestions were offered according to the results obtained.
Keywords
- Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057-1095.
- Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (1998). Implicit versus explicit nature of science ınstruction: an explicit response to palmquist and finley. Journal of Research in Science Teaching, 35: 1057-1061.
- Brownlee, J.M., Purdie, N.M., & Boulton-Lewis, G.M. (2001). Changing epistemo-logical beliefs in pre-service teacher education students. Teaching in Higher Education, 6 (2), 247-268.
- Büyüköztürk, Ş. (2002). Veri Analizi El Kitabı. (2. Baskı) Ankara: Pegem/A Yayıncılık.
- Büyüköztürk, Ş. (2009). Veri Analizi El Kitabı. (9. Baskı) Ankara: Pegem/A Yayıncılık.
- Carey, S., & Smith, C. (1993). On Uuderstanding the nature of scientific knowledge. Educational Psychologist, 28 (3), 235-251.
- Chan, K. K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69: 36-50.
- Chan, K. W., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27 (3), 392-414.
- Chinn, C. A., & Brewer. W. F. (1993). The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science instruction. Journal of Research in Science Teaching, 35 (6), 623-654.
- Cooney, T.J., Shealy, B. E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research inMathematics Education, 29 (3), 306-333.
- Çüçen, K. A. (2001). Bilgi Felsefesi. Bursa: Asa Kitabevi.
- Deryakulu, D. (2004). Eğitimde Bireysel Farklılıklar. Y. Kuzgun & D. Deryakulu (Ed.), Epistemolojik İnançlar içinde. (s.259-288). Ankara: Nobel Yayınevi.
- Deryakulu, D., & Büyüköztürk Ş. (2002). Epistemolojik İnanç Ölçeği’nin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, Ağustos, 8: 111-125.
- Deryakulu, D., & Büyüköztürk Ş. (2005). Epistemolojik İnanç Ölçeği’nin faktör yapısının yeniden incelenmesi: cinsiyet ve öğrenim görülen puan türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları, 18: 57-70.
- Driver, R. (1995). Constructivist approaches to science teaching. In L. P. Steffe & J. Gale (Ed.), Constructivism in Education (pp.385-400). Lawrance Erlbaum Associates. Inc.
- Driver, R., Leach, J., Scott, P., & Wood-Robinson C. (1995). Young people's understanding of science concepts. In P. Murphy, M. Selingre, J. Bourne, & M. Briggs (Ed.), Subject Learning in The Primary Curriculum (pp.158-183). The Open University. UK.
- Enman, M., & Lupart, J. (2000). Talented female students’ resistance to science: an exploratory study of post-secondary achievement motivation and personality. Psychological Review, 95: 256-273.
- Erdem, M., Yılmaz. A., & Akkoyunlu B. (2008). Öğretmen Adaylarının Bilgi Okuryazarlık Özyeterlik İnançları ve Epistemolojik İnançları Üzerine Bir Çalışma. International Educational Technology Conference (IECT). Sözlü Bildiri. 6-8 Mayıs. Anadolu Üniversitesi, Eskişehir. http://ietc2008.home.anadolu.edu.tr/ietc2008/133.doc adresinden 18 Ekim 2010 tarihinde alınmıştır.
- Eroğlu, S. E., & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16: 295-313.
- Gürol, A., Altunbaş, S., & Karaslan, N. (2010). Öğretmen Adaylarının Öz Yeterlilik İnançları ve Epistemolojik inançları Üzerine Bir Çalışma. 9. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 20- 22 Mayıs, Elazığ.
- Fraenkel, J. R., & Wallen, N. E. (1996). How to Design and Evaluate Research in Education. (3rd edition) Mcgraw-Hill, Inc.
- Hodson, D. (1999). Going beyond cultural pluralism: science education for sociopolitical action, Science Education, 83: 25-36.
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1), 88-140.
- Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students' epistemological beliefs about learning. Contemporary Educational Psychology, 18: 23 –
- Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62 (2), 129-169.
- Kaplan, A. O., & Akgül, E. M. (2009). Prospective elementary science teachers’ epistemological beliefs. Procedia Social and Behavioral Sciences, 1: 2529-2533.
- Kardash, C., M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates’ cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92 (3), 524-535.
- Kuhn, D. (2001). How do people know? Psychological Science, 12 (1), 1-8.
- Liu, S. L., & Tsai, C. (2008). Scientific epistemological view and decision-making on socioscientific Issues. Chineese Journal of Science Education, 15 (3), 335 – 356.
- Magolda, M. B. B. (1996). Epistemological development in graduate and professional education. Review of Higher Education, 19 (3), 283-304.
- MEB., (2007). Ortaöğretim Fizik Dersi 9. Sınıf Öğretim Programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu başkanlığı, Ankara.
- Meral, M., & Çolak, E. (2009). Öğretmen adaylarının bilimsel epistemolojik inançlarının incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 27: 129-146.
- Meyling, H. (1997). How to change students’ conceptions of the epistemology of science. Science & Education, 6: 397-416.
- Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological and environmental variables. High Ability Studies, 13 (1), 59-74.
- Oğuz, A. (2008). Investigation of Turkish trainee teachers’ epistemological beliefs. Social Behavior and Personality, 36 (3), 709-720.
- Paulsen, M. B., & Feldman, K. A. (1999). Students’ motivation and epistemological Beliefs. New Directions for Teaching and Learning, 78: 17-25.
- Perry W. G. (1968). Patterns of Development in Thought and Values of Students in a Liberal Arts College a Validation of a Scheme, Health Education. Harvard University, Cambridge.
- Qian, G., & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading and Writing Quarterly, 16: 59-74.
- Ryan, M. P. (1984). Conceptions of prose coherence: individual Differences in Epistemological Standards. Journal of Educational Psychology, 76 (2), 248-258.
- Ryder, J., & Leach, J. (2006). Teaching about the epistemology of science in upper secondary schools: an analysis of teachers’ classroom talk. Science & Education, 17 (23), 289-315.
- Saunders, G. L., Cavallo, A. L., & Abraham, M. R. (2001). Relationships among Epistemological Beliefs, Gender, Approaches to Learning, and Implementations of Instruction in Chemistry Laboratory. Paper Presented at NARST, St Louis.
- Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89: 634-656.
- Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3), 498-504.
- Schommer, M. (1993). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34 (3), 355-371.
- Schommer, M. (1998). The Influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68: 551–562.
- Smith, C. L., Maclin, D., Houghton, C., & Hennesy, M. G. (2000). Sixth-Grade Students’ Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development. Cognition and Instruction, 18, 3, 349-422.
- Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: case study of four preservice teachers. Teaching and TeacherEducation, 26: 1238-1248.
- Terzi, A., R. (2005). Üniversite öğrencilerinin bilimsel epistemolojik inançları üzerine bir araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (2), 298-311.
- Tsai, C.-C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82: 473–489.
- Tsai, C. C. (1999). Laboratory exercises help me memorize the scientific truths: a study of eight graders’ scientific epistemological views and learning in laboratory activities. Science Education, 83: 654-674.
- Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42 (2), 193
- Ünal Çoban, G. (2009). Modellemeye Dayalı Fen Öğretiminin Öğrencilerin Kavramsal Anlama Düzeylerine, Bilimsel Süreç Becerilerine, Bilimsel Bilgi ve Varlık Anlayışlarına Etkisi: 7. Sınıf Işık Ünitesi Örneği. Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
- Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: the roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35: 145–160.