Cilt 18 Sayı 1
http://hdl.handle.net/11616/8153
Cilt 18'e ait sayılar bu alt bölümde listelenir.2024-03-28T17:40:05ZExamining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers
http://hdl.handle.net/11616/8176
Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers
Ekinci, Necla
The purpose of this study is to determine the relationships between lower-secondary
education teachers’ epistemological beliefs and their conceptions about teaching and
learning. The sample of this descriptive study is comprised of 184 lower-secondary
school teachers. As data collection tools, the Epistemological Belief Questionnaire
(EBQ) and the Teaching and Learning Conception Scale were used. In the analysis of
the data, descriptive statistics, t-test, one-way variance analysis (ANOVA) and
multiple regression analysis were employed. The findings of the study revealed that
the teachers’ level of beliefs about the sub-dimensions of Authority/Expert Knowledge
and Learning Effort/Process was found to be high, their level of beliefs about the subdimension
named as Innate/Fixed Ability was found to be medium and their level of
beliefs about the sub-dimension of Certainty of Knowledge is low. Though the
teachers mostly prefer constructivist conception to shape their instructional practices,
they also have a considerable orientation towards the adoption of traditional
conception. Moreover, it was concluded that the teachers’ epistemological beliefs are a
significant predictor of their preferences for constructivist and traditional teaching and
learning conceptions.
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
2017-01-01T00:00:00ZThe adaptation of the views about scientific ınquiry questionnaire: a validity and reliability study
http://hdl.handle.net/11616/8175
The adaptation of the views about scientific ınquiry questionnaire: a validity and reliability study
Karışan, Dilek; Bilican, Kader; Şenler, Burcu
This study aimed to adapt views about scientific inquiry questionnaire in to Turkish,
originally developed by Lederman et al (2014), and to explore preservice teachers’
views about scientific inquiry. The questionnaire was translated into Turkish by three
researchers and the translation of the items from English to Turkish was compared.
The final paper was sent to three experts in the field to get expert opinion. After
making the necessary corrections, 30 teacher candidates were interviewed to look at
the clarity of the questions on the form. The final form was applied to 314 teacher
candidates. Expert opinion supports that the translated items have content validity
in terms of measuring eight of the targeted scientific inquiry components in the
original scale. Data was analyzed by three researchers independently in order to
ensure researcher triangulation. Inter-rater agreement was 95%; however, after
raters had the opportunity to “calibrate” their coding scheme with one another,
consensus was established virtually assuring nearly full agreement. Results of the
investigation showed that preservice teachers generally have transformative views
few of them have naive views about scientific inquiry.
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
2017-01-01T00:00:00ZExamining job satisfaction and teacher performance within affective events theory
http://hdl.handle.net/11616/8174
Examining job satisfaction and teacher performance within affective events theory
Büyükgöze, Hilal; Özdemir, Murat
In the current study, the relationship of job satisfaction and teacher performance was
examined within Affective Events Theory. Participants consisted of primary and
secondary education teachers. Main results showed that male teachers and teachers
with more years of experience had higher levels of job satisfaction; a positive and
moderate level of correlation between job satisfaction and teacher performance was
explored; and evidence regarding the predictive role of job satisfaction on teacher
performance was detected. Results were assessed and discussed based upon Affective
Events Theory, related literature and theories. By taking into consideration the role of
improvements in work environment and conditions, class sizes, and professional
development facilities on teachers’ satisfaction over the long term, systematic
changes are recommended to be put into practice in a short while.
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
2017-01-01T00:00:00ZMathematical language skills of 7th grade students ın the process of transforming the real life situation ınto a mathematical expression ın algebra
http://hdl.handle.net/11616/8173
Mathematical language skills of 7th grade students ın the process of transforming the real life situation ınto a mathematical expression ın algebra
Akarsu Yakar, Esra
This study was aimed to examine the mathematical language skills of 7th grade
students in the process of transforming the real life situation into a mathematical
expression in a story designed in the field of algebra. The mathematical language
skills of the students were examined in the theoretical frame of the multiple
representation transition model developed by Lesh (1981). The study was conducted
with 80 secondary school students studying in 7th grade in a western part of Turkey in
the 2015-2016 academic year. In addition, clinical interviews were made with three
students who were selected among these students and whose achievement levels were
low, medium and high. In the research process, a story belonging to the field of
algebra learning was designed by the researchers and 8 questions were directed to the
students in this story. As a result of the research, it has been seen that students had
difficulty with explaining the situation given in the story mathematically, and tended
to express verbally. Using clinical interviews, it was observed that the student with
high level of mathematics achievement used correct verbal, written, and symbolic
language. In addition, it was observed that the student with low mathematics
achievement had difficulty in explaining the real life situations and creating symbolic
expressions.
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
2017-01-01T00:00:00Z