Abstract
Epistemological beliefs defined as individuals’ subjective beliefs about what
knowledge is and how knowing and learning occurs. Metacognition explained as students’
supervisions of the activities performed on their learning can be considered as basic factors of learning
to learn. In this study, it’s critically aimed to determining opinions of primary school teacher trainees’
metacognition and epistemological beliefs. In collecting, analyzing and interpreting the data,
qualitative research methodology were used. Participants were determined with the maximum
variation (heterogeneity) sampling technique. Data used in this study were collected from twenty
volunteer primary school teacher trainees with semi-structured interview forms developed by the
researchers. The study revealed that participants who explained learning as effort rather than ability
and had awareness about metacognition.
References
- Brownlee, J. (2003). Paradigm shifts in pre-service teacher education students: case studies of changes in epistemological beliefs. Australian Journal of Educational&Developmental Psychology, 3, 1-6.
- Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6 (2), 247-268.
- Cano, F. (2005) Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
- Chai, C. S., Khine, M. S. & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre- service teachers in Singapore. Educational Media International, 13 (4), 285- 298.
- Cheng, M. M. H., Chan, K- W., Tang, S. Y. F. & Cheng, A. Y. N. (2008). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 1-9. (Article in press).
- Clarebout G., Alan, J., Luyten, L. & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7 (1), 53-77.
- Dahl, T. I., Bals, M. & Turi, A. L. (2005). Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies. British Journal of Educational Psychology, 75, 257-273.
- Deryakulu, D. (2004). Üniversite ÖFrencilerinin ÖFrenme ve Ders ÇalDCma Stratejileri Kle Epistemolojik KnançlarD ArasDndaki KliCki. Kuram ve Uygulamada E1itim Yönetimi, 38, 230 -249.
- Drmrod, J. E. (1990). Human learning. New York: Macmillan Company.
- Eggen, P. & Kauchak, D. (2001). Educational psychology: Classroom connections. New York: Macmillan.
- Fisher, A. & Rush, L. (2008). Conceptions of learning and pedagogy: developing trainee
- teachers’epistemological understandings. Curriculum Journal, 19 (3), 227-238.
- Gay, L. R. (1987). Educational research competencies for analysis and application (3rd.Ed.). London: Merrill Publishing Company.
- Gürkan T. & E. Gökçe. (2000). Türkiye’de ve Çe itli Ülkelerde 9lkö1retim. Ankara.
- Hacker, D. J. & Dunlosky, J. (2003). Not all metacogniton is created equal. New Directions for Teaching and Learning, 95, 73-79.
- Hofer, B.K. (2001). Personal epistemology research: Implications for teaching and learning. Journal
- of Educational Psychology Review, 13 (4), 353–83.
- Huitt, W. (1997). Metacognition. Educational psychology interactive. Valdosta, GA: Valdosta State University.
- Kavak, Y. (1997). Dünya da ve Türkiye’de 9lkö1retim. Ankara: Pegem YayDnlarD.
- Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks, CA: Sage Pub.
- Perry, W. G. (1981). Cognitive and ethical growth: the making of meaning. In A. W. Chickering (Ed.), The modern American college. San Francisco: Jossey-Boss, 76-116.
- Schommer, M. A. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, (3), 498-504.
- Sternberg, R. J. (1988). Intelligence applied. Orlando, FL: Harcourt Brace Jovanovich.
- YDldDrDm, A. & imCek, H. (2005). Sosyal Bilimlerde Nitel Ara t rma Yöntemleri. Ankara: Seçkin YayDnlarD.
Abstract
Bu araştırmanın temel amacı, epistemolojik inançları ve bilişbilgilerine aday öğretmeni adayları görüşlerini görmek. Bu amaca yönelik olarak araştırma yapmak gerçekleştirilmiştir. Araştırmanın liderleri tanımlaması maksimum çeşitlilik örneklemesinden faydalanmış, cinsiyet, sınıf ve not değil Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalında Göreve 20 öğrenci araştırmanın katılımcılar oluşturulmuştur. Araştırma şekilleri betimsel analiz. Araştırmanın amacı, sınıf öğretmeni adaylarının bilginin genel olarak yaşantılarla ve çabayla elde edildiğini, bir kavramın ve uygunluğun tanımlanması çevrede yaşantılarla gerçekleşen, hızlı ve zaman alan biraliyet olarak açıkladıkları ve öğrenmede motivasyon, özgüven gibi kişisel niteliklerin de etkili olduğu. Ayrıca sınıf öğretmeni adaylarının epistemolojik inançları ve bilişbiligilerine erişim öğrenmeyi çevrilerek yaşantılarla beterek açıklayan örnek öğrenme stratejileri kullandıkları ve kimi öğrencilerin ise kendi öğrenmelerini izledikleri yönünde sonuçlara da ulaşılmıştır
References
- Brownlee, J. (2003). Paradigm shifts in pre-service teacher education students: case studies of changes in epistemological beliefs. Australian Journal of Educational&Developmental Psychology, 3, 1-6.
- Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6 (2), 247-268.
- Cano, F. (2005) Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
- Chai, C. S., Khine, M. S. & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre- service teachers in Singapore. Educational Media International, 13 (4), 285- 298.
- Cheng, M. M. H., Chan, K- W., Tang, S. Y. F. & Cheng, A. Y. N. (2008). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 1-9. (Article in press).
- Clarebout G., Alan, J., Luyten, L. & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7 (1), 53-77.
- Dahl, T. I., Bals, M. & Turi, A. L. (2005). Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies. British Journal of Educational Psychology, 75, 257-273.
- Deryakulu, D. (2004). Üniversite ÖFrencilerinin ÖFrenme ve Ders ÇalDCma Stratejileri Kle Epistemolojik KnançlarD ArasDndaki KliCki. Kuram ve Uygulamada E1itim Yönetimi, 38, 230 -249.
- Drmrod, J. E. (1990). Human learning. New York: Macmillan Company.
- Eggen, P. & Kauchak, D. (2001). Educational psychology: Classroom connections. New York: Macmillan.
- Fisher, A. & Rush, L. (2008). Conceptions of learning and pedagogy: developing trainee
- teachers’epistemological understandings. Curriculum Journal, 19 (3), 227-238.
- Gay, L. R. (1987). Educational research competencies for analysis and application (3rd.Ed.). London: Merrill Publishing Company.
- Gürkan T. & E. Gökçe. (2000). Türkiye’de ve Çe itli Ülkelerde 9lkö1retim. Ankara.
- Hacker, D. J. & Dunlosky, J. (2003). Not all metacogniton is created equal. New Directions for Teaching and Learning, 95, 73-79.
- Hofer, B.K. (2001). Personal epistemology research: Implications for teaching and learning. Journal
- of Educational Psychology Review, 13 (4), 353–83.
- Huitt, W. (1997). Metacognition. Educational psychology interactive. Valdosta, GA: Valdosta State University.
- Kavak, Y. (1997). Dünya da ve Türkiye’de 9lkö1retim. Ankara: Pegem YayDnlarD.
- Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks, CA: Sage Pub.
- Perry, W. G. (1981). Cognitive and ethical growth: the making of meaning. In A. W. Chickering (Ed.), The modern American college. San Francisco: Jossey-Boss, 76-116.
- Schommer, M. A. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, (3), 498-504.
- Sternberg, R. J. (1988). Intelligence applied. Orlando, FL: Harcourt Brace Jovanovich.
- YDldDrDm, A. & imCek, H. (2005). Sosyal Bilimlerde Nitel Ara t rma Yöntemleri. Ankara: Seçkin YayDnlarD.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2010 |
| Published in Issue | Year 2010 Volume: 9 Issue: 1 |