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Fen Bilimleri Öğretmen Adaylarının Epistemolojik İnançları Bilimin Doğası Görüşlerinin Farklı Düzeylerine Göre Nasıl Farklılaşır?

Year 2022, Volume: 23 Issue: 1, 1042 - 1090, 29.04.2022

Abstract

Bu çalışma, katılımcıların epistemolojik inançlarının, bilimin doğası görüşlerinin farklı düzeyleri (yetersiz, kabul edilebilir, gerçekçi) için farklılık gösterip göstermediğini araştırmaktadır. Bu amaçla, Deniz (2011) tarafından ortaya koyulan kavramsal benzerliklere dayanarak, bilimin doğası görüşleri iki boyutta incelenmiştir; bilimsel bilginin değişebilirliği ve gözlemlerin teoriye dayalı doğası. Araştırmaya toplam 277 fen bilimleri öğretmen adayı katılmıştır. İki ölçme aracı kullanılmıştır: Bendixen, Schraw ve Dunkle (1998) tarafından geliştirilen Epistemik İnançlar Envanteri ve Doğan ve Abd-El-Khalick (2008) tarafından revize edilen Bilim-Teknoloji-Toplum Üzerine Görüşler Anketi. Elde edilen ortalama değerler, katılımcıların epistemolojik inançlarının gelişmiş düzeyde olmadığını göstermiştir. Katılımcıların, gözlemlerin teoriye dayalı doğası ve bilimsel bilginin değişebilirliği hakkındaki görüşlerinin farklı düzeylerde olduğu görülmüştür. Sonuçlara göre, katılımcıların epistemolojik inançları bilimsel bilginin değişebilirliği ve gözlemlerin teoriye dayalı doğasına ilişkin görüşlerin farklı seviyeleri için istatistiksel olarak anlamlı bir farklılık göstermemiştir. Epistemolojik inançlar ve bilimin doğası görüşlerine dair elde edilen sonuçlar ve epistemolojik inançların bilimin doğası görüşlerinin farklı düzeyleri için anlamlı bir farklılık göstermemesinin olası sebepleri tartışılmıştır. Elde edilen bulguların öğretmen eğitimine yansımalarına yer verilmiştir.

References

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How Do Preservice Science Teachers’ Personal Epistemological Beliefs Differ for Different Levels of Nature of Science Views?

Year 2022, Volume: 23 Issue: 1, 1042 - 1090, 29.04.2022

Abstract

This study focuses on exploring whether there are any differences in preservice science teachers’ personal epistemological beliefs for the levels of nature of science views (naïve, has merit, informed). Based on Deniz (2011), two of the nature of science aspects, tentativeness of scientific knowledge and theory-driven nature of observations, were chosen for examining the relationships. A total of 277 preservice science teachers participated to the study. Two instruments used: Epistemic Beliefs Inventory (Bendixen, Schraw, & Dunkle, 1998), and Views on Science-Technology-Society questionnaire (Aikenhead, Ryan, & Fleming, 1989) modified by Dogan and Abd-El-Khalick (2008). Mean values corresponding to the dimensions of epistemological beliefs revealed that the participants failed to demonstrate higher levels of sophistication. Differences were observed in the sophistication of the views on theory-driven nature of observations and tentativeness of scientific knowledge. The results revealed no statistically significant difference in the participants’ epistemological beliefs for the levels of views regarding tentativeness of scientific knowledge and theory-driven nature of observations. The possible reasons of the results regarding personal epistemological beliefs, nature of science views, and the nonsignificant differences for different levels of nature of science views were discussed in detail. Implications for science teacher education were provided.

References

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  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415–449.
  • Catell, R. B. (1966). The scree test for number of factors. Multivariate Behavioral Research, 1, 245–276.
  • Cetinkaya-Aydın, G., & Cakıroglu, J. (2017). Learner characteristics and understanding nature of science. Science & Education, 26(7–9), 919–951. https://doi.org/10.1007/s11191-017-9939-6
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  • Cho, M., Lankford, D. M. & Wescott, D. J. (2011). Exploring the relationships among epistemological beliefs, nature of science, and conceptual change in the learning of evolutionary theory. Evolution: Education and Outreach, 4(2), 313–322.
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  • Erdogan, R., Cakiroglu, J., & Tekkaya, C. (2006). Investigating Turkish pre-service science teachers’ views of the nature of science. In K. Mutua & C. S. Sunal (Ed.). Crosscurrents and crosscutting themes (pp. 273–285). Information Age Publishing.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Ed.). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Lawrence Erlbaum.
  • Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191–205.
  • Herman, B. C., Clough, M. P., & Olson, J. K. (2013). Teachers’ nature of science implementation practices 2–5 years after having completed an intensive science education program. Science Education, 97(2), 271–309.
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  • Koseoglu, P., & Koksal, M. S. (2015). Epistemological predictors of prospective biology teachers’ nature of science understandings. Eurasia Journal of Mathematics, Science & Technology Education, 11(4), 751–763. https://doi.org/10.12973/eurasia.2015.1383a
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There are 74 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nilay Öztürk 0000-0002-6881-3433

Gülsüm Akyol 0000-0001-8437-8542

Büşra Tuncay Yüksel 0000-0002-4129-7256

Publication Date April 29, 2022
Published in Issue Year 2022 Volume: 23 Issue: 1

Cite

APA Öztürk, N., Akyol, G., & Tuncay Yüksel, B. (2022). How Do Preservice Science Teachers’ Personal Epistemological Beliefs Differ for Different Levels of Nature of Science Views?. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(1), 1042-1090. https://doi.org/10.29299/kefad.912963

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