Developing the inventory of educational thought and applications: Its validity and reliability analysis

Kumral, Orhan

doi:10.12973/jesr.2014.42.8

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…The answers to the items on the scale ranged between "5-I am completely aware; 4-I am mostly aware; 3-I am moderately aware; 2-I am little aware; 1-I am not aware at all" (Yesilyurt, 2013a). Another data collection tool was the "Educational Thought and Applications Scale (ETAS)" developed by Kumral (2014). The items on the scale ranged between "5-I totally agree; 4-I mostly agree; 3-I am neutral; 2-I mostly disagree, and 1-I do not agree at all".…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Realistic philosophical understanding, perennialism, and essentialism are components of the "traditional" sub-dimension. On the other hand, in the "contemporary" sub-dimension, the characteristics of a more pragmatic, existentialist and constructivist, progressive and reconstructive educational understanding and philosophy are determined (Kumral, 2014). Table 2 shows the number of items in the sub-dimensions of both scales and Crombach Alpha (α) reliability values.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Yeler

2023

JPSP

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The purpose of this study was to examine pre-service teachers' cognitive awareness of constructivism and perspectives on educational philosophy in their 4th year. A correlational study was conducted on a group of 362 pre-service teachers studying in various programs of the faculty of education, 102 of whom were male and 260 female. Data were collected through the Cognitive Awareness Scale for Constructivist Learning Theory (CASCLT) and the Educational Thought and Applications Scale (ETAS). Analyses of the obtained data were conducted using non-parametric tests and descriptive statistics. According to the results of the analysis, the cognitive awareness level of the pre-service teachers was found to be at a low level, there was no difference in the sub-dimensions of the nature and formation of knowledge and the physical characteristics of the classroom variables according to the gender variable, while a significant difference was found in other sub-dimensions and in terms of the total mean score. In terms of the department variable, significant differences were observed in the sub-dimensions of learning and teaching process and physical characteristics of the classroom. Nevertheless, there were no significant differences in other subdimensions and the mean score as a whole. There was also no significant difference between those who took the philosophy of education course versus those who did not. As a result of gender variables, preservice teachers' perspectives on educational philosophy differed in favor of female preservice teachers in traditional dimensions, but there were no differences when it came to taking philosophy of education courses or not and department variables. Finally, an examination of the correlation between pre-service teachers' cognitive awareness of constructivism and their opinions on educational philosophy revealed a positive and low level correlation.

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Section: Data Collection Toolsmentioning

confidence: 99%

Section: Data Collection Toolsmentioning

confidence: 99%

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Yeler

2023

JPSP

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“…Other fit index data are the following: RMSEA= .062, NFI= .97, CFI= .98, SRMR= .048, GFI= .85, AGFI= .83. EDU Scale of 42 questions has structural validity and scale reliability that enables to demonstrate opinions and practices of educators as "Traditional" and "Popular" (Kumral, 2014).…”

Section: Data Collection Toolsmentioning

confidence: 99%

A Trial for Curriculum Development: The Effect of Educational Philosophy Curriculum on the Attitudes towards Course and Educational Views

Kumral¹

2016

Journal of Education and Training Studies

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In Turkey, Educational Philosophy is a compulsory course for the students of education faculties, which serve the purpose of training the teachers of future generations. Furthermore, in some other programs, students are able to take the course as an elective course. The continuous changes in culture, science, and technology force the curriculum of all courses to be renovated, as in the situation of Educational Philosophy. The current study aims (1) to design a new curriculum for the course of Educational Philosophy, and determine the effect of this design on (2) student attitudes towards the course and (3) the perceptions about educational viewpoints and practices. In the current study, the Taba Model, one of the curriculum development models, was used during the preparation process of the draft. For the evaluation process of the curriculum design, single group pre-and post-test design as one of the quantitative methods was conducted. The Educational Philosophy course was developed through adopting a student-centred design and using the Taba Model. As the result of the curriculum implementation, it was concluded that: (1) The curriculum designed for the study changed the attitudes of learners significantly and positively (2) The curriculum designed for the study decreased the anxiety of the learners towards the course significantly and positively, (3) The curriculum designed for the study changed the beliefs of the learners significantly and positively that they would use these common course standards in their teaching, (4) The curriculum designed for the study made the participant learners get out of traditional [Positivist-Modern] subject-or teacher-centred educational philosophy, (5) The curriculum designed for the study made the participants be familiar with the learner-centred popular-modern [Constructivist] educational philosophy.

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A Study on Educational Philosophies Adopted by Teachers: The Case of Eskişehir

ÖZONAY BÖCÜK,

ERKILIÇ

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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In this study, it is aimed to determine the educational philosophies adopted by the teachers working within the borders of Eskişehir on the basis of gender, branch, school type, and teaching experience. This study was carried out using the survey model, one of the quantitative research methods. Research data were obtained by reaching a total of 492 teachers in the 2020-2021 academic year. Scale of Educational Thought and Applications (ETA) developed by Kumral (2014) was used as the data collection tool. Data were analyzed through descriptive statistics, independent samples t test, paired samples t test and one-way analysis of variance (ANOVA). Results revealed that the teachers were closer to the contemporary educational philosophy. In the evaluations made according to the gender variable, it is seen that the traditional educational philosophy scores of the teachers differed significantly (p=.008), while the contemporary educational philosophy scores did not differ (p=1.151). According to the branch variable, it is seen that the scores of the teachers from both traditional (p=.070) and contemporary educational philosophy (p=.436) do not differ statistically. According to the school type variable, it was determined that there was a significant difference in teachers' traditional educational philosophy scores (p=.030), while there was no significant difference in contemporary educational philosophy scores (p=.424). When evaluated according to the teaching experience variable, it was found that there was a statistically significant difference in the traditional educational philosophy scores of the teachers (p=.014), while there was no significant difference in the contemporary educational philosophy scores (p=.061).

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Developing the inventory of educational thought and applications: Its validity and reliability analysis

Cited by 5 publications

References 4 publications

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

A Trial for Curriculum Development: The Effect of Educational Philosophy Curriculum on the Attitudes towards Course and Educational Views

A Study on Educational Philosophies Adopted by Teachers: The Case of Eskişehir

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