Okul öncesi öğretmenlerinin epistemolojik inançları ile teknolojik yeterliklerinin incelenmesi
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Date
2021-11-02
Authors
Güneş, Zeynep
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Araştırmada okul öncesi öğretmenlerinin epistemolojik inançlarıyla teknolojik yeterlikleri arasındaki ilişkinin incelenmesi amaçlanmaktadır. Ayrıca cinsiyet, mesleki kıdem, eğitim durumu ve bilişim-teknoloji yeterlilik algılarına bağlı olarak okul öncesi öğretmenlerinin epistemolojik inançlarının ve teknolojik yeterliklerinin değişip değişmediği sorularına da yanıt aranmaktadır Araştırmada okul öncesi öğretmenlerinin epistemolojik inançları ile teknolojik yeterlikleri arasındaki ilişkiyi incelemek amacıyla ilişkisel tarama modeli kullanılmıştır. Araştırmanın evreni Türkiye’de devlet okulunda görev yapan okul öncesi öğretmenleridir. Araştırmanın örneklemini; Mart 2021- Eylül 2021 tarihleri arasında yapılan, Türkiye’de değişik illerde görevine devam eden 693 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak öğretmenlerin demografik özelliklerini belirlemek için araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu”, epistemolojik inançlarını incelemek için “Epistemolojik İnanç Ölçeği (EİÖ)” ve teknolojik yeterliklerini belirlemek için ise “Eğitimde Teknoloji Kullanımı Öz-Yeterlik Ölçeği” kullanılmıştır. vi Araştırma kapsamında ulaşılan veriler SPSS 22 programında analize tabi tutulmuştur. Araştırmada elde edilen veriler, betimsel analiz ile değerlendirilmiş ve elde edilen frekans ile yüzdeler tablolarda sunulmuştur. Verilerin normal dağılım gösterdiği belirlenmiştir. Bu nedenle, ikili karşılaştırmalarda t-testi, çoklu karşılaştırmalarda tek yönlü varyans analizi (ANOVA) kullanılmıştır. Öğretmenlerin epistemolojik inançları ile teknolojik yeterlikleri arasındaki ilişkinin tespitine yönelik ise Pearson Korelasyon Analizi kullanılmıştır. Epistemolojik İnanç Ölçeği alt boyutları ile Eğitimde Teknoloji Kullanımı Öz-Yeterlilik Ölçeği alt boyutları arasındaki ilişkide ETKÖÖ Temel Yetenekler alt boyutu ile EİÖ tüm alt boyutları arasında pozitif yönde anlamlı bir ilişki vardır. Temel Yetenekler ile Öğrenmenin Çabaya Bağlı Olduğuna İnanç alt boyutu arasında yüksek, Temel Yetenekler ile Öğrenmenin Yeteneğe Bağlı Olduğuna İnanç ve Tek Bir Doğrunun Var Olduğuna İnanç alt boyutları arasında zayıf bir ilişki vardır. ETKÖÖ Kaygı alt boyutu ile EİÖ Öğrenmenin Yeteneğe Bağlı Olduğuna İnanç ve Tek Bir Doğrunun Var Olduğuna İnanç alt boyutları arasında pozitif yönde anlamlı bir ilişki vardır.
The aim of this study is to decipher the relationship between epistemological beliefs and technological competencies of preschool teachers. In addition, answers are sought to the questions about whether the epistemological beliefs and technological competencies of preschool teachers have changed depending on gender, professional seniority, educational status and perceptions of information technology competence are also sought. about whether the epistemological beliefs and technological competencies of preschool teachers change according to gender, professional seniority, educational status and information technology proficiency perceptions. The relational screening model was used to decipher the relationship between the epistemological beliefs and technological competencies of preschool teachers. The universe of research is pre-school teachers who work in public schools in Turkey. The sample of the study, March 2021 - September 2021 between Turkey's different provinces 693 pre-school teachers who continue to serve in constitutes . viii In this study , "personal information form" prepared by the researcher to determine the demographic characteristics of teachers, "Epistemological Belief Scale (EiO)" to determine epistemological beliefs, and "Technology Self-efficacy Scale in Education" to determine the technological competencies were used as data collection tools. The data obtained within the scope of the research were analyzed in the SPSS 22 program. The data obtained in the research were evaluated with descriptive analysis and the frequencies and percentages obtained were presented in the tables. It was determined that the data showed normal distribution. Therefore, t-test was used for pairwise comparisons and one-way analysis of variance (ANOVA) was used for multiple comparisons. Pearson Correlation Analysis was used to determine the relationship between teachers' epistemological beliefs and their technological competencies. In the relationship between the sub-dimensions of the “Epistemological Belief Scale” and the “Technology Use in Education Self-Efficacy Scale”, there is a positive and significant relationship between the “ETKÖÖ Basic Skills” sub-dimension and all the “EİÖ” sub-dimensions. There is a high correlation between “Basic Talents” and the sub-dimension of “Belief That Learning Relies on Effort”, and a weak relationship between “Basic Talents” and the sub-dimensions of “Belief that Learning Depends on Talent” and “Belief That There is One Truth”. There is a positive and significant relationship between the sub-dimension of “ETKÖÖ Anxiety” and the sub-dimensions of “Belief That Learning Depends on Talent” and “Belief That There is One Truth”.
The aim of this study is to decipher the relationship between epistemological beliefs and technological competencies of preschool teachers. In addition, answers are sought to the questions about whether the epistemological beliefs and technological competencies of preschool teachers have changed depending on gender, professional seniority, educational status and perceptions of information technology competence are also sought. about whether the epistemological beliefs and technological competencies of preschool teachers change according to gender, professional seniority, educational status and information technology proficiency perceptions. The relational screening model was used to decipher the relationship between the epistemological beliefs and technological competencies of preschool teachers. The universe of research is pre-school teachers who work in public schools in Turkey. The sample of the study, March 2021 - September 2021 between Turkey's different provinces 693 pre-school teachers who continue to serve in constitutes . viii In this study , "personal information form" prepared by the researcher to determine the demographic characteristics of teachers, "Epistemological Belief Scale (EiO)" to determine epistemological beliefs, and "Technology Self-efficacy Scale in Education" to determine the technological competencies were used as data collection tools. The data obtained within the scope of the research were analyzed in the SPSS 22 program. The data obtained in the research were evaluated with descriptive analysis and the frequencies and percentages obtained were presented in the tables. It was determined that the data showed normal distribution. Therefore, t-test was used for pairwise comparisons and one-way analysis of variance (ANOVA) was used for multiple comparisons. Pearson Correlation Analysis was used to determine the relationship between teachers' epistemological beliefs and their technological competencies. In the relationship between the sub-dimensions of the “Epistemological Belief Scale” and the “Technology Use in Education Self-Efficacy Scale”, there is a positive and significant relationship between the “ETKÖÖ Basic Skills” sub-dimension and all the “EİÖ” sub-dimensions. There is a high correlation between “Basic Talents” and the sub-dimension of “Belief That Learning Relies on Effort”, and a weak relationship between “Basic Talents” and the sub-dimensions of “Belief that Learning Depends on Talent” and “Belief That There is One Truth”. There is a positive and significant relationship between the sub-dimension of “ETKÖÖ Anxiety” and the sub-dimensions of “Belief That Learning Depends on Talent” and “Belief That There is One Truth”.
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Keywords
Epistemolojik inanç, Okul öncesi eğitim, Teknolojik yeterlik, Epistemological belief, Pre-school education, Technological competence
Citation
Güneş, Z. (2021). Okul öncesi öğretmenlerinin epistemolojik inançları ile teknolojik yeterliklerinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.