Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Abstract


 
 
 
 
 
 
 
 
 
 
 This study aimed to determine the epistemological
 beliefs of 1004 teacher candidates studying at the Education Faculty, Secondary
 Grade Science and Mathematics Education departments, and the teacher candidates
 attending the Primary Grade Mathematics and Science Education departments and
 to examine whether these epistemological beliefs differ on the basis of gender,
 learning style, academic average, class level and department.  The study made use of the Epistemological Beliefs
 Inventory and the Kolb Learning Styles Questionnaire.  According to the analysis results, there were
 differences seen in dependent variables based on gender.  Also, there was a negative relationship found
 between the learning styles and epistemological beliefs.  The analysis results suggest that the teacher
 candidates mostly possess a strong belief that learning is dependent on effort
 and that they possess a weak belief that there is only one truth that
 epistemological beliefs of the candidates show meaningful differences on the
 basis of each dimension and class levels and that females possess more
 developed beliefs than males.