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Öğretmen Adaylarının Epistemolojik İnançlarının ve Problem Çözme Yeteneklerinin Gelişimi: Boylamsal Bir Çalışma

Journal Name:

  • Türk Eğitim Bilimleri Dergisi

Publication Year:

  • 2015

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The aim of this study is to determine the level of epistemological beliefs and problem solving skills of student teachers in the first and the fourth grade. The study is of a longitudinal nature conducted in survey model. The study group is comprised of 149 candidate teachers at Gazi University Faculty of Vocational Education. As data collection tool Epistemological Belief Scale and Problem Solving inventories have been used. Analyses of the data suggest that the most developed belief in learning-dependency on effort and the less developed belief in the dimension that there is one truth. Student teachers are of the opinion that they are more competent in the fourth year than the first year in terms of problem solving, thinking, planned and self-confident style. The least developed dimension at both grades is the hasty style.
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Abstract (Original Language): 
Bu araştırmanın amacı öğretmen adaylarının 1. ve 4. sınıftayken epistemolojik inançlarının ve problem çözme becerilerinin düzeyini saptamaktır. Çalışma, tarama modelinde gerçekleştirilmiş boylamsal bir araştırmadır. Araştırmanın çalışma grubunu Gazi Üniversitesi Mesleki Eğitim Fakültesinde öğrenim gören 149 öğretmen adayı oluşturmuştur. Veri toplama araçları olarak Epistemolojik İnanç Ölçeği ve Problem Çözme Envanteri kullanılmıştır. Araştırmanın sonunda öğretmen adaylarının en fazla gelişmiş inançları öğrenmenin çabaya bağlı olduğuna ilişkin, en az gelişmiş inançları ise tek bir doğrunun var olduğuna ilişkindir. Öğretmen adayları son sınıfta birinci sınıfa göre problem çözmede; düşünme, planlı yaklaşım ve kendine güvenme boyutlarında daha yeterli olduklarını düşünmektedirler. Her iki sınıfta da en az gelişmiş alt boyut aceleci yaklaşımdır.
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