This aim of this study is to determine the effect of the TPR method on students' vocabulary l... more This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a “strong” effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive ...
FIRE: Forum for International Research in Education, 2022
This synthesis aims to see the effects of Socio-scientific Issues- Based Instruction (SSI) on the... more This synthesis aims to see the effects of Socio-scientific Issues- Based Instruction (SSI) on the academic achievement of students in Turkey and to help shape future studies on this topic. A mixed-research synthesis method was employed in this study. As a result of the data searching process, 12 studies with quantitative data and 6 studies with qualitative were included in the synthesis. The quantitative studies were analysed through a meta-analysis and the qualitative studies were analysed through thematic synthesis method. As a result of the meta-analysis it was determined the SSI had strong and significant on (g=1.076, 95% CI [0.724, 1.428]) on academic achievement. In addition, it was determined that the calculated common effect size differed significantly according to the school level and the education program applied. As a result of the thematic synthesis six analytic themes were formed. It was attempted to explain the variance between studies included in the meta-analysis, us...
OZ Bu calisma egitim fakultesine yeni baslamis ogretmen aday adaylarinin ogretmenlik meslegine ha... more OZ Bu calisma egitim fakultesine yeni baslamis ogretmen aday adaylarinin ogretmenlik meslegine hangi perspektiften baktigini ve meslege iliskin tutumlarini ortaya koymaya calisan nitel bir arastirmadir. Katilimcilarin meslegi algilayislari ve meslege iliskin tutumlari gelecegin ogretmen prototipini cikarmaya yardim edecektir. Arastirmaya, Adiyaman Egitim Fakultesi, Ilkogretim Bolumunden kasitli orneklemle 7 kiz, 9 erkek katilimci secilmistir. Veri toplama araci olarak yari yapilandirilmis, acik uclu sorulardan olusan gorusme formu kullanilmistir. Arastirmayla katilimcilarin ogretmenlik meslegine iliskin gorusleri ortaya konulmus ve sorun olusturan noktalar tespit edilmistir. Anahtar Kelimeler: Ogretmenlik, Meslek Secimi, Yonlendirme
Anadolu University Journal of Social Sciences, 2016
Bu arastirmanin amaci Ogrenme Iklimi Olcegi’nin Turkiye kosullarinda gecerlik ve guvenirlik calis... more Bu arastirmanin amaci Ogrenme Iklimi Olcegi’nin Turkiye kosullarinda gecerlik ve guvenirlik calismasini yaparak psikometrik ozelliklerini belirlemektir. Williams ve Deci (1996) tarafindan gelistirilen ogrenme iklimi olcegi, egitim ortamlarinda ogrencilerin algiladigi ozerklik destegini olcmek icin kullanilan 15 maddelik bir olcektir. Gecerlik ve guvenirlik calismasina 2012- 2013 egitim-ogretim yilinda Gaziantep Universitesi Yabanci Diller Meslek Yuksek Okulunda ogrenim goren 420 ogrenci (200 kiz ve 220 erkek) katilmistir. Olcegin dil esdegerligini saglamak icin uc hafta arayla yapilan iki uygulama arasinda yuksek duzeyde, pozitif ve anlamli bir iliski bulunmustur. Olcegin yapi gecerligini belirlemek icin yapilan acimlayici faktor analizi sonucunda olcegin orjinaline benzer tek faktorlu ve 15 maddeden olusan bir yapi gosterdigi belirlenmistir. Yapilan dogrulayici faktor analizi sonucunda olcegin tek faktorlu yapisi icin yeterli duzeyde uyum iyiligi elde edilmistir. Olcegin test-tekra...
Egitim sisteminin temeli olan yuksekogretim kurumlari icin performans, motivasyon ve tesvik kavra... more Egitim sisteminin temeli olan yuksekogretim kurumlari icin performans, motivasyon ve tesvik kavramlari onemli yer tutmaktadir. Bu calismada, 2015 yilinda uygulamaya konulan akademik tesvik sistemi hakkindaki akademisyen goruslerini belirlemek amaclanmistir. Bu calisma betimsel modelde tasarlanmis nitel bir calismadir. Arastirmanin calisma grubunu farkli universitelerde gorev yapan 27 akademisyen olusturmaktadir. Veri toplama araci olarak "Akademik Tesvik Sistemine Iliskin Acik Uclu Anket Formu" kullanilmistir. Bu calismada ortaya cikan bulgular dogrultusunda, tesvik sistemiyle ilgili akademisyen gorusleri tekrar etme sikligina gore su sekilde kategorize edilmistir: "Bilimsel Etige Iliskin Olumsuz Dogurgular", "Niceligin Egemenligi ve Akademik Amactan Sapma", "Yorgun Turk Bilim Cemiyetine Taze Kan", "Akademik Tesvige Iliskin Duyussal Boyut", "Puanlama Kriterlerine Iliskin Akademik Camiada Rahatsizlik" ve "Akademik Camia...
This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garof... more This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garofalo ve Lester, 1985; Artzt ve Armour-Thomas, 1992; Georghiades, 2004; Schoenfeld, 2006) as re-reading the question, drawing related figures (pictures, tables, etc.), and procedural and conceptual assessment of the result on problem solving. This is a qualitative case study. The sample included a total of 25 seventh graders and they were selected purposefully (Patton, 2002, s.230). The interviews were audiotaped and the interviewees were asked to think aloud throughout the interviews (Ericsson & Simon, 1980). The interviews were later transcribed and inductively analyzed in order to explore codes and categories in the data (Patton, 2002, ss. 453-54). The results indicated that such strategies as re-reading the question, drawing pictures related to it, and procedural and conceptual assessment of the solution were effective in solving exercises, but they were ineffective in solving problems.
The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate P... more The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at...
There is a contradiction in the literature about the effect of REACT strategy on science achievem... more There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive theme...
There is a contradiction in the literature about the effect of REACT strategy on science achievem... more There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the metaanalysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, “teaching-learning process in the REACT strategy”, “learning outcomes in the REACT strategy”, “limitations of the REACT strategy”, and “recommendations for practice”. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations.
The purpose of this study is to identify the relationships between epistemological beliefs, learn... more The purpose of this study is to identify the relationships between epistemological beliefs, learning approaches and university entrance scores of freshmen pre-service science teachers, and to investigate whether there is a significant difference among their Undergraduate Placement Examination scores based on the levels of epistemological beliefs and learning approaches. The survey research design was used in this study and the study group consisted of 290 freshmen pre-service science teachers at Mersin University, İstanbul University, Cumhuriyet University, Mugla University, Gazi University and Dokuz Eylul University at the autumn term of 2014-2015 academic year. Epistemological Beliefs Questionnaire and Revised Two Factor Study Process Questionnaire were used to gather the data. Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze the data obtained from the questionnaires. As a result of the analysis, it was concluded that pre-service scienc...
An Investigation of Feedback Strategies Used by Science Teachers in the Classroom Setting: A Mixed-Methods Research, 2021
This study classifies the verbal feedback of science teachers into praise statements, effort-base... more This study classifies the verbal feedback of science teachers into praise statements, effort-based feedback statements, negative feedback statements, and ability-based statements, which are also regarded as feedback strategies. The study aims to investigate the feedback strategies used by science teachers in the classroom setting using descriptive research with a general survey design within an exploratory sequential design of mixed-methods research. It employs the Science Course Feedback Perception Scale in data collection. The population of the study consists of the 6 th , 7 th , and 8 th-grade students (N = 1696) and secondary school science teachers (N = 51) affiliated to the Turkish Ministry of National Education in the central districts of Mersin, Turkey in the 2016-2017 and 2017-2018 school years. The sample is formed through a theoretical sampling method for qualitative data and convenience sampling and cluster sampling methods for quantitative data. The qualitative data are...
zet: Bu çalışmanın amacı fen bilgisi öğretmenliği anabilim dalında henüz öğrenime başlayan öğretm... more zet: Bu çalışmanın amacı fen bilgisi öğretmenliği anabilim dalında henüz öğrenime başlayan öğretmen adaylarının epistemolojik inançları, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkileri belirlemek ve LYS puanının öğretmen adaylarının öğrenme yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık gösterip göstermediğini incelemektir. Bu araştırma tarama türünde olup çalışma grubunu 2014-2015 eğitim-öğretim yılı güz döneminde Mersin Üniversitesi, İstanbul Üniversitesi, Cumhuriyet Üniversitesi, Muğla Üniversitesi, Gazi Üniversitesi ve Dokuz Eylül Üniversitesi fen bilgisi öğretmenliği programına yeni başlayan 290 öğretmen adayı oluşturmuştur. Verilerin toplanmasında Epistemolojik İnançlar Ölçeği ile Düzeltilmiş İki Faktörlü Çalışma Süreci Ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Analiz sonucunda fen bilgisi öğretmen ad...
The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate P... more The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at...
This aim of this study is to determine the effect of the TPR method on students' vocabulary l... more This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a “strong” effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive ...
FIRE: Forum for International Research in Education, 2022
This synthesis aims to see the effects of Socio-scientific Issues- Based Instruction (SSI) on the... more This synthesis aims to see the effects of Socio-scientific Issues- Based Instruction (SSI) on the academic achievement of students in Turkey and to help shape future studies on this topic. A mixed-research synthesis method was employed in this study. As a result of the data searching process, 12 studies with quantitative data and 6 studies with qualitative were included in the synthesis. The quantitative studies were analysed through a meta-analysis and the qualitative studies were analysed through thematic synthesis method. As a result of the meta-analysis it was determined the SSI had strong and significant on (g=1.076, 95% CI [0.724, 1.428]) on academic achievement. In addition, it was determined that the calculated common effect size differed significantly according to the school level and the education program applied. As a result of the thematic synthesis six analytic themes were formed. It was attempted to explain the variance between studies included in the meta-analysis, us...
OZ Bu calisma egitim fakultesine yeni baslamis ogretmen aday adaylarinin ogretmenlik meslegine ha... more OZ Bu calisma egitim fakultesine yeni baslamis ogretmen aday adaylarinin ogretmenlik meslegine hangi perspektiften baktigini ve meslege iliskin tutumlarini ortaya koymaya calisan nitel bir arastirmadir. Katilimcilarin meslegi algilayislari ve meslege iliskin tutumlari gelecegin ogretmen prototipini cikarmaya yardim edecektir. Arastirmaya, Adiyaman Egitim Fakultesi, Ilkogretim Bolumunden kasitli orneklemle 7 kiz, 9 erkek katilimci secilmistir. Veri toplama araci olarak yari yapilandirilmis, acik uclu sorulardan olusan gorusme formu kullanilmistir. Arastirmayla katilimcilarin ogretmenlik meslegine iliskin gorusleri ortaya konulmus ve sorun olusturan noktalar tespit edilmistir. Anahtar Kelimeler: Ogretmenlik, Meslek Secimi, Yonlendirme
Anadolu University Journal of Social Sciences, 2016
Bu arastirmanin amaci Ogrenme Iklimi Olcegi’nin Turkiye kosullarinda gecerlik ve guvenirlik calis... more Bu arastirmanin amaci Ogrenme Iklimi Olcegi’nin Turkiye kosullarinda gecerlik ve guvenirlik calismasini yaparak psikometrik ozelliklerini belirlemektir. Williams ve Deci (1996) tarafindan gelistirilen ogrenme iklimi olcegi, egitim ortamlarinda ogrencilerin algiladigi ozerklik destegini olcmek icin kullanilan 15 maddelik bir olcektir. Gecerlik ve guvenirlik calismasina 2012- 2013 egitim-ogretim yilinda Gaziantep Universitesi Yabanci Diller Meslek Yuksek Okulunda ogrenim goren 420 ogrenci (200 kiz ve 220 erkek) katilmistir. Olcegin dil esdegerligini saglamak icin uc hafta arayla yapilan iki uygulama arasinda yuksek duzeyde, pozitif ve anlamli bir iliski bulunmustur. Olcegin yapi gecerligini belirlemek icin yapilan acimlayici faktor analizi sonucunda olcegin orjinaline benzer tek faktorlu ve 15 maddeden olusan bir yapi gosterdigi belirlenmistir. Yapilan dogrulayici faktor analizi sonucunda olcegin tek faktorlu yapisi icin yeterli duzeyde uyum iyiligi elde edilmistir. Olcegin test-tekra...
Egitim sisteminin temeli olan yuksekogretim kurumlari icin performans, motivasyon ve tesvik kavra... more Egitim sisteminin temeli olan yuksekogretim kurumlari icin performans, motivasyon ve tesvik kavramlari onemli yer tutmaktadir. Bu calismada, 2015 yilinda uygulamaya konulan akademik tesvik sistemi hakkindaki akademisyen goruslerini belirlemek amaclanmistir. Bu calisma betimsel modelde tasarlanmis nitel bir calismadir. Arastirmanin calisma grubunu farkli universitelerde gorev yapan 27 akademisyen olusturmaktadir. Veri toplama araci olarak "Akademik Tesvik Sistemine Iliskin Acik Uclu Anket Formu" kullanilmistir. Bu calismada ortaya cikan bulgular dogrultusunda, tesvik sistemiyle ilgili akademisyen gorusleri tekrar etme sikligina gore su sekilde kategorize edilmistir: "Bilimsel Etige Iliskin Olumsuz Dogurgular", "Niceligin Egemenligi ve Akademik Amactan Sapma", "Yorgun Turk Bilim Cemiyetine Taze Kan", "Akademik Tesvige Iliskin Duyussal Boyut", "Puanlama Kriterlerine Iliskin Akademik Camiada Rahatsizlik" ve "Akademik Camia...
This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garof... more This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garofalo ve Lester, 1985; Artzt ve Armour-Thomas, 1992; Georghiades, 2004; Schoenfeld, 2006) as re-reading the question, drawing related figures (pictures, tables, etc.), and procedural and conceptual assessment of the result on problem solving. This is a qualitative case study. The sample included a total of 25 seventh graders and they were selected purposefully (Patton, 2002, s.230). The interviews were audiotaped and the interviewees were asked to think aloud throughout the interviews (Ericsson & Simon, 1980). The interviews were later transcribed and inductively analyzed in order to explore codes and categories in the data (Patton, 2002, ss. 453-54). The results indicated that such strategies as re-reading the question, drawing pictures related to it, and procedural and conceptual assessment of the solution were effective in solving exercises, but they were ineffective in solving problems.
The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate P... more The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at...
There is a contradiction in the literature about the effect of REACT strategy on science achievem... more There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive theme...
There is a contradiction in the literature about the effect of REACT strategy on science achievem... more There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the metaanalysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, “teaching-learning process in the REACT strategy”, “learning outcomes in the REACT strategy”, “limitations of the REACT strategy”, and “recommendations for practice”. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations.
The purpose of this study is to identify the relationships between epistemological beliefs, learn... more The purpose of this study is to identify the relationships between epistemological beliefs, learning approaches and university entrance scores of freshmen pre-service science teachers, and to investigate whether there is a significant difference among their Undergraduate Placement Examination scores based on the levels of epistemological beliefs and learning approaches. The survey research design was used in this study and the study group consisted of 290 freshmen pre-service science teachers at Mersin University, İstanbul University, Cumhuriyet University, Mugla University, Gazi University and Dokuz Eylul University at the autumn term of 2014-2015 academic year. Epistemological Beliefs Questionnaire and Revised Two Factor Study Process Questionnaire were used to gather the data. Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze the data obtained from the questionnaires. As a result of the analysis, it was concluded that pre-service scienc...
An Investigation of Feedback Strategies Used by Science Teachers in the Classroom Setting: A Mixed-Methods Research, 2021
This study classifies the verbal feedback of science teachers into praise statements, effort-base... more This study classifies the verbal feedback of science teachers into praise statements, effort-based feedback statements, negative feedback statements, and ability-based statements, which are also regarded as feedback strategies. The study aims to investigate the feedback strategies used by science teachers in the classroom setting using descriptive research with a general survey design within an exploratory sequential design of mixed-methods research. It employs the Science Course Feedback Perception Scale in data collection. The population of the study consists of the 6 th , 7 th , and 8 th-grade students (N = 1696) and secondary school science teachers (N = 51) affiliated to the Turkish Ministry of National Education in the central districts of Mersin, Turkey in the 2016-2017 and 2017-2018 school years. The sample is formed through a theoretical sampling method for qualitative data and convenience sampling and cluster sampling methods for quantitative data. The qualitative data are...
zet: Bu çalışmanın amacı fen bilgisi öğretmenliği anabilim dalında henüz öğrenime başlayan öğretm... more zet: Bu çalışmanın amacı fen bilgisi öğretmenliği anabilim dalında henüz öğrenime başlayan öğretmen adaylarının epistemolojik inançları, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkileri belirlemek ve LYS puanının öğretmen adaylarının öğrenme yaklaşımı ve epistemolojik inanç düzeylerine göre anlamlı bir farklılık gösterip göstermediğini incelemektir. Bu araştırma tarama türünde olup çalışma grubunu 2014-2015 eğitim-öğretim yılı güz döneminde Mersin Üniversitesi, İstanbul Üniversitesi, Cumhuriyet Üniversitesi, Muğla Üniversitesi, Gazi Üniversitesi ve Dokuz Eylül Üniversitesi fen bilgisi öğretmenliği programına yeni başlayan 290 öğretmen adayı oluşturmuştur. Verilerin toplanmasında Epistemolojik İnançlar Ölçeği ile Düzeltilmiş İki Faktörlü Çalışma Süreci Ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Analiz sonucunda fen bilgisi öğretmen ad...
The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate P... more The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at...
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