Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science

Sinan ÖZGELEN (Mersin University)
International Journal of Environmental and Science Education (elektronik)
7 2
Yıl: 2012 Cilt: 7 Sayı: 3 Sayfa Aralığı: 409 - 431 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science

Öz:
Bu çalışma, epistemolojik inançlar, üstbilişsel farkındalık ve bilimin doğası arasındaki ilişkileri incelemeyi amaçlamaktadır. Çalışmanın örneklemini Türkiye'deki bir üniversitede iki gruptan oluşan Laboratuar Uygulamaları II dersine kayıtlı 45 fen bilgisi öğretmen adayı oluşturmaktadır. Katılımcıların tamamı aynı fen altyapısına sahip üçüncü sınıf öğrencilerinden oluşmaktadır. Her iki gruptaki öğretmen adaylarına kavramsal değişim teorisi temel alınarak doğrudan-yansıtıcı ve araştırma-temelli bilimin doğası öğretimi yapılmıştır. Bu çalışmanın modeli karma yöntemlerden biri olan eşzamanlı gömülü tasarım modelidir. Bir dönemlik eğitim sonucu bütün fen bilgisi öğretmen adaylarının bilmin doğasına yönelik anlayışlarının geliştiği belirlenmiştir. Bunun sonucunda kavramsal değişim teorisi ile araştırma temelli laboratuar eğitiminin öğretmen adylarının bilimin doğasına yönelik anlayışlarını geliştirdiği sonucuna varılmıştır. Ayrıca, çalışmanın sonucunda öğretmen adaylarının bazı epistemolojik inançları, üstbilişsel farkındalıkları ve bilimin doğasına yönelik görüşleri arasında istatistiksel olarak anlamlı ilişkilerin olduğu belirlenmiştir. Ortaya çıkan bu ilişkiler mevcut fen eğitimi literatürü ışığında tartışılmıştır.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Epistemolojik inançlar, üstbilişsel farkındalık ve bilimin doğası arasındaki ilişkilerin incelenmesi

Öz:
Bu çalışma, epistemolojik inançlar, üstbilişsel farkındalık ve bilimin doğası arasındakiilişkileri incelemeyi amaçlamaktadır. Çalışmanın örneklemini Türkiye’deki bir üniversitedeiki gruptan oluşan Laboratuar Uygulamaları II dersine kayıtlı 45 fen bilgisi öğretmen adayıoluşturmaktadır. Katılımcıların tamamı aynı fen altyapısına sahip üçüncü sınıföğrencilerinden oluşmaktadır. Her iki gruptaki öğretmen adaylarına kavramsal değişimteorisi temel alınarak doğrudan-yansıtıcı ve araştırma-temelli bilimin doğası öğretimiyapılmıştır. Bu çalışmanın modeli karma yöntemlerden biri olan eşzamanlı gömülü tasarımmodelidir. Bir dönemlik eğitim sonucu bütün fen bilgisi öğretmen adaylarının bilmindoğasına yönelik anlayışlarının geliştiği belirlenmiştir. Bunun sonucunda kavramsaldeğişim teorisi ile araştırma temelli laboratuar eğitiminin öğretmen adylarının bilimindoğasına yönelik anlayışlarını geliştirdiği sonucuna varılmıştır. Ayrıca, çalışmanınsonucunda öğretmen adaylarının bazı epistemolojik inançları, üstbilişsel farkındalıkları vebilimin doğasına yönelik görüşleri arasında istatistiksel olarak anlamlı ilişkilerin olduğubelirlenmiştir. Ortaya çıkan bu ilişkiler mevcut fen eğitimi literatürü ışığında tartışılmıştır.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA ÖZGELEN S (2012). Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. , 409 - 431.
Chicago ÖZGELEN Sinan Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. (2012): 409 - 431.
MLA ÖZGELEN Sinan Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. , 2012, ss.409 - 431.
AMA ÖZGELEN S Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. . 2012; 409 - 431.
Vancouver ÖZGELEN S Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. . 2012; 409 - 431.
IEEE ÖZGELEN S "Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science." , ss.409 - 431, 2012.
ISNAD ÖZGELEN, Sinan. "Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science". (2012), 409-431.
APA ÖZGELEN S (2012). Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental and Science Education (elektronik), 7(3), 409 - 431.
Chicago ÖZGELEN Sinan Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental and Science Education (elektronik) 7, no.3 (2012): 409 - 431.
MLA ÖZGELEN Sinan Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental and Science Education (elektronik), vol.7, no.3, 2012, ss.409 - 431.
AMA ÖZGELEN S Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental and Science Education (elektronik). 2012; 7(3): 409 - 431.
Vancouver ÖZGELEN S Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental and Science Education (elektronik). 2012; 7(3): 409 - 431.
IEEE ÖZGELEN S "Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science." International Journal of Environmental and Science Education (elektronik), 7, ss.409 - 431, 2012.
ISNAD ÖZGELEN, Sinan. "Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science". International Journal of Environmental and Science Education (elektronik) 7/3 (2012), 409-431.
Sayfa Oluşturulma Tarihi
23-04-2024 1:44

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