Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers
| dc.contributor.author | Ekinci, Necla | |
| dc.date.accessioned | 2018-02-28T11:04:49Z | |
| dc.date.available | 2018-02-28T11:04:49Z | |
| dc.date.issued | 2017 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description | İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.citation | 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. | en_US |
| dc.identifier.doi | 10.17679/inuefd.307065 | en_US |
| dc.identifier.endpage | 358 | en_US |
| dc.identifier.issue | 1 | en_US |
| dc.identifier.startpage | 344 | en_US |
| dc.identifier.uri | http://dergipark.gov.tr/download/article-file/295121 | |
| dc.identifier.uri | https://hdl.handle.net/11616/8176 | |
| dc.identifier.volume | 18 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. | en_US |
| dc.relation.ispartof | İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Epistemological beliefs | en_US |
| dc.subject | Teaching and learning conceptions | en_US |
| dc.subject | Constructivist conception | en_US |
| dc.subject | Traditional conception | en_US |
| dc.subject | Teacher education | en_US |
| dc.title | Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers | en_US |
| dc.type | Article | en_US |
