dc.contributor.author |
Ekinci, Necla |
|
dc.date.accessioned |
2018-02-28T11:04:49Z |
|
dc.date.available |
2018-02-28T11:04:49Z |
|
dc.date.issued |
2017 |
|
dc.identifier.citation |
Ekinci, N. (2018). Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers. İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. |
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dc.identifier.uri |
http://dergipark.gov.tr/download/article-file/295121 |
|
dc.identifier.uri |
http://hdl.handle.net/11616/8176 |
|
dc.description |
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. |
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dc.description.abstract |
The purpose of this study is to determine the relationships between lower-secondary
education teachers’ epistemological beliefs and their conceptions about teaching and
learning. The sample of this descriptive study is comprised of 184 lower-secondary
school teachers. As data collection tools, the Epistemological Belief Questionnaire
(EBQ) and the Teaching and Learning Conception Scale were used. In the analysis of
the data, descriptive statistics, t-test, one-way variance analysis (ANOVA) and
multiple regression analysis were employed. The findings of the study revealed that
the teachers’ level of beliefs about the sub-dimensions of Authority/Expert Knowledge
and Learning Effort/Process was found to be high, their level of beliefs about the subdimension
named as Innate/Fixed Ability was found to be medium and their level of
beliefs about the sub-dimension of Certainty of Knowledge is low. Though the
teachers mostly prefer constructivist conception to shape their instructional practices,
they also have a considerable orientation towards the adoption of traditional
conception. Moreover, it was concluded that the teachers’ epistemological beliefs are a
significant predictor of their preferences for constructivist and traditional teaching and
learning conceptions. |
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dc.language.iso |
eng |
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dc.publisher |
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. |
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dc.relation.isversionof |
10.17679/inuefd.307065 |
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dc.rights |
info:eu-repo/semantics/openAccess |
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dc.subject |
Epistemological beliefs |
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dc.subject |
Teaching and learning conceptions |
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dc.subject |
Constructivist conception |
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dc.subject |
Traditional conception |
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dc.subject |
Teacher education |
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dc.title |
Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers |
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dc.type |
article |
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dc.relation.ispartof |
İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017. |
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dc.department |
İnönü Üniversitesi |
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dc.identifier.volume |
18 |
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dc.identifier.issue |
1 |
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dc.identifier.startpage |
344 |
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dc.identifier.endpage |
358 |
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