Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers
Yükleniyor...
Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
Açıklama
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
Anahtar Kelimeler
Epistemological beliefs, Teaching and learning conceptions, Constructivist conception, Traditional conception, Teacher education
Kaynak
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
1
Künye
Ekinci, N. (2018). Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers. İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017.
