Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

doi:10.12973/ijese.2016.333a

INT J ENV SCI ED 2016

DOI: 10.12973/ijese.2016.333a

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Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Elif Adibelli Sahin

Hasan Deniz²,

Mustafa Sami Topçu³

Abstract: The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were

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Cited by 5 publications

References 49 publications

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Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

et al. 2022

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Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.

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Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

et al. 2022

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Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

Özgür

Yılmaz

2020

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Bu araştırmada, proje tabanlı öğrenme (PTÖ) yaklaşımı uygulamalarının kimya öğretmen adaylarının tercih ettikleri öğrenme yaklaşımına, proje tabanlı öğretime ilişkin öz-yeterliklerine ve elementler konusunda bilgi düzeylerine etkisinin incelenmesi amaçlanmıştır. Araştırmada “tek grup ön test-son test araştırma deseni” kullanılmıştır. Araştırmaya bir devlet üniversitesinde okuyan kimya öğretmen adayları katılmıştır. Verilerin toplanmasında “Ders Çalışma Yaklaşımı Ölçeği”, “Proje Tabanlı Öğretime İlişkin Öz-yeterlilik Ölçeği” ve “Elementler Doğru-Yanlış Testi” uygulanmıştır. Araştırma sonucunda, PTÖ uygulamaları ile derin öğrenme yaklaşımını tercih eden öğretmen adaylarının oranlarında yükselme, yüzeysel yaklaşımı tercih eden öğretmen adaylarının oranlarında ise düşme olduğu belirlenmiştir. PTÖ uygulamalarının proje tabanlı öğretime ilişkin öz-yeterlik faktörlerinden; “proje sürecine hâkimiyet, rehberlik etme”, “dönüt verme ve alternatif değerlendirme” ile “grup süreci ve üst düzey öğrenme” öz-yeterliklerini geliştirmede ve öz-yeterlik toplam puanlarının artmasında anlamlı etkisinin olduğu tespit edilmiştir. Ancak “planlama, hazırlık ve yansıtma” ile “uygulama ve değerlendirme” faktörü ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Ayrıca yapılan uygulamaların öğretmen adaylarının elementler konusundaki bilgi düzeylerine istatistiksel olarak anlamlı etkisinin olduğu belirlenmiştir.

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Examining Relationships Among Turkish Pre-Service Science Teachers’ Conceptions of Teaching and Learning, Scientific Epistemological Beliefs and Science Teaching Efficacy Beliefs

Bahçıvan

2014

JBSE

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This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants’ science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results. Key words: conceptions of learning and teaching, pre-service science teachers, science teaching efficacy beliefs, scientific epistemological beliefs, structural equation modeling.

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Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Cited by 5 publications

References 49 publications

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

Examining Relationships Among Turkish Pre-Service Science Teachers’ Conceptions of Teaching and Learning, Scientific Epistemological Beliefs and Science Teaching Efficacy Beliefs

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