The Adaptation of the Teaching-Learning Conceptions Questionnaire and Its Relationships with Epistemological Beliefs

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Atıf İçin Kopyala

AYPAY A.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.11, sa.1, ss.21-29, 2011 (SSCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 11 Sayı: 1
• Basım Tarihi: 2011
• Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
• Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.21-29
• Anahtar Kelimeler: Teaching and Learning Conception, Epistemological Belief, Confirmatory Factor Analysis, Questionnaire, PERSONAL EPISTEMOLOGY, COGNITIVE ENGAGEMENT, PRESERVICE TEACHERS, STUDENTS, MOTIVATION, ACHIEVEMENT, PERFORMANCE, KNOWLEDGE, SCHOOL
• Eskişehir Osmangazi Üniversitesi Adresli: Hayır

Özet

The primary purpose of this study was to adapt the Teaching-learning Approaches Questionnaire. The working group of the study consisted of 341 student-teachers. The results indicated that the factor structure is partially consistent with the model. Cronbach reliability coefficient for the whole instrument was .71, while sub-scale reliabilities were .88 and .83. The 30-item questionnaire loaded into two factors. The secondary purpose of this study was to determine the relationship between epistemological beliefs and teaching-learning conceptions. Further analyses carried out whether teaching-learning conceptions differ based on gender and class-levels. Results indicated that there were significant relationships between epistemological beliefs and teaching-learning conceptions; the student-teachers preferred constructivist approach over the traditional approach, and student-teacher views differed based on gender and class-level. Finally, significant correlations were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process - Casting Doubt on Authority/Expert Knowledge, and Certainty of Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception).