Fen Bilgisi Öğretmen Adaylarının Epistemolojik İnançları: Bir Q Metot Çalışması

Year 2021, , 1074 - 1087, 31.12.2021

Günkut Mesci , Büşra Tuncay Yüksel

https://doi.org/10.24106/kefdergi.774451

Abstract

Çalışmanın amacı, fen bilgisi öğretmen adaylarının epistemolojik inançlarını ve bu inançların olası nedenlerini incelemektir. Bu çalışmanın teorik çerçevesini Schommer’in çok boyutlu epistemolojik inanç modeli oluşturmaktadır. Bu çalışma öznel yapıları, tutumları ve bakış açılarını bireylerin bakış açısından ortaya çıkarmayı amaçlayan Q yöntemi kullanılarak tasarlanmıştır. Bu çalışmanın örneklemini 12 fen bilgisi öğretmen adayı oluşturmaktadır. Veriler, Epistemolojik İnanç Envanteri kullanılarak her katılımcı ile görüşmeler yapılarak toplanmıştır ve tüm görüşmeler Q analizi için kaydedilmiştir. Dokuz yığın aralığındaki otuz iki maddede tüm faktörler PQ-metodu yazılımında centroid faktör analizi ile belirlenmiştir. Bulgulara göre, katılımcıların bilimsel bilginin değişebilirliği, öznellik ve öğrenme farklılıkları ile ilgili gelişmiş görüşlere sahip oldukları ve her şeyi bilen bir otoritenin varlığını reddettikleri sonucu bulunmuştur. Öğretmen adaylarının epistemolojik inançlarının oluşumunda temel olarak üniversitede aldıkları derslerin, kişisel deneyim ve gözlemlerinin ve içinde bulundukları sosyokültürel yapının etkili olduğu görülmüştür. Q-metodu kullanılarak yürütülen bu çalışmanın fen bilgisi eğitimi araştırma yaklaşımlarına önemli bir değer katabileceği ve bu yöntemin gelecekteki çalışmalarda daha sık kullanılmasına olanak sağlayacağı varsayılmaktadır.

Keywords

Epistemolojik İnançlar, Q metot, Fen Bilgisi Öğretmen Adayları

Pre-service Science Teachers’ Epistemological Beliefs: A Q Method Study

Abstract

The purpose of the study is to investigate pre-service science teachers’ epistemological beliefs and the possible causes of these beliefs. This study is theoretically framed by using Schommer’s multi-dimensional Epistemological Beliefs Model. This study is designed using the Q-method, which aims to reveal subjective structures, attitudes and perspectives from the viewpoint of the individuals. The sample of this study consists of 12 pre-service science teachers. Data are collected using the Epistemological Beliefs Inventory throughout interviewing with each participant separately, and all interviews are audio recorded for Q analysis. Within thirty-two items in the nine ranges of intervals, all the factors are determined by centroid factor analysis in PQ-method software. According to the analyses, participants have informed understandings about tentativeness of scientific knowledge, subjectivity, learning differences, and they mostly deny the existence of omniscient authority. It is also found that courses are taken in college, personal experiences and observations, and socio-cultural structure are effective in forming the epistemological beliefs of the pre-service science teachers. It is assumed that this study with Q-method might contribute valuable insights and have implications for research in science education and allow this method to be used more frequently in future studies.

Keywords

Epistemological beliefs, Q-method, Pre-service science teachers

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