İlkokul ve ortaokul öğretmenlerinin eğitim inançları ile eleştirel düşünme eğilimi ve bilimin doğası inanışları arasındaki ilişkilerin incelenmesi
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Date
2022
Authors
Boyacı, Mestan
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Günümüz toplumunda eleştirel ve bilimsel düşünen bireyler yetiştirmek önemli hale gelmiştir. Bu bireyleri yetiştirecek olan öğretmenlerin benimsedikleri eğitim felsefelerini, eleştirel düşünceyi ve bilimin doğasını nasıl anlamlandırdıklarını bilmek atılması gereken önemli adımlardan biridir. Bu bağlamda araştırmanın amacı; ilkokul ve ortaokul öğretmenlerinin eğitim inançları ile eleştirel düşünme eğilimi ve bilimin doğası inanışları arasındaki ilişkilerin incelenmesidir. Mevcut araştırma, Bursa merkezde Nilüfer, Osmangazi ve Yıldırım ilçelerinde görev yapan toplam 411 ilkokul ve ortaokul öğretmeni katılımcı ile nicel araştırma deseni içinde ilişkisel tarama modelinde oluşturulmuştur. Veri toplama araçları olarak; “Eğitim İnançları Ölçeği”, “Eleştirel Düşünme Eğilimi Ölçeği”, “Bilimin Doğası İnanışları Ölçeği” kullanılmıştır. Ek olarak katılımcılara ait bilgi edinmek amacıyla demografik bilgiler formu kullanılmıştır. Verilerin analizinde ise betimsel istatistikler, Mann Whitney U, Kruskall Wallis H, Pearson korelasyonu ve çoklu doğrusal regresyon testleri kullanılmıştır. Araştırmada elde edilen bulgular neticesinde; ilkokul ve ortaokul öğretmenlerinin eğitim inançlarında en fazla benimsedikleri felsefe varoluşçuluk en az benimsedikleri eğitim felsefesi ise esasicilik olmuştur. ilkokul ve ortaokul öğretmenlerinin eleştirel düşünme eğilimleri ve alt boyutları düzeylerinin iyi seviyede, bilimin doğası inanışları ve alt boyutu düzeylerini ise ortalamanın üzerinde olduğu görülmüştür. En fazla puan yaratıcılık ve hayal gücü alt boyutundan elde edilirken en düşük puan sosyokültürel etki boyutundan elde edilmiştir. Araştırma kapsamında eğitim inançları alt boyutlarında, eleştirel düşünme eğilimlerinde ve bilimin doğası inanışlarında anlamlı farklılık oluşturan değişkenler belirlenmiştir. İlkokul ve ortaokul öğretmenlerinin eğitim inançları esasicilik alt boyutuyla eleştirel düşünme eğilimleri arasında negatif düşük düzeyde ilişki tespit edilirken, diğer eğitim inançları boyutlarında pozitif düşük düzeyde ilişkiler tespit edilmiştir. Öğretmenlerinin eğitim inançları daimicilik alt boyutuyla bilimin doğası inanışları ve bazı alt boyutları arasında negatif düşük düzeyde ilişki tespit edilirken, diğer alt boyutlarda hem pozitif hem de negatif düşük düzeyde ilişkiler tespit edilmiştir. Eğitim inançlarının, eleştirel düşünme eğilimleri ve bilimin doğası inanışlarını anlamlı şekilde yordadığı sonucuna ulaşılmıştır. İlerlemecilik, varoluşçuluk, esasicilik eleştirel düşünme eğiliminin önemli yordayıcıları iken; ilerlemecilik ve daimicilik bilimin doğası inanışlarının önemli yordayıcıları olmuştur. Araştırma kapsamında daha geniş gruplarla ve farklı ölçeklerle yeni çalışmaların yapılması önerileri getirilmiştir.
In modern society it has become crucial to raise critical and scientific thinkers. Understanding the educational philosophies of the teachers to educate these individuals and how they grasp the critical thinking and the nature of science is one of the most important steps to be taken. In this context, the objective of this study is to examine the relationship between the primary and secondary school teachers’ educational beliefs and their critical thinking disposition and their beliefs of the nature of science. The present research was created in the relational survey model in a quantitative research design with 411 primary and secondary school teachers working in the districts of Nilüfer, Osmangazi and Yıldırım in the center of Bursa. Data collection tools such as “The Educational Beliefs Scale”, “The Critical Thinking Disposition Scale”, “The Nature of Science Beliefs Scale” were used. In addition, a personal information form was used to obtain information about the participants. As for the analysis of the data, descriptive statistics, Mann Whitney U, Kruskall Wallis H, Pearson correlation and multiple linear regression tests were used. As the results indicated, the philosophy which was most adopted by the primary and secondary school teachers in their educational beliefs was existentialism while the least was essentialism. In the critical thinking dispositions scale and in it’s sub-dimensions the level of the primary and secondary school teachers was good. In the nature of science beliefs scale and in it’s sub-dimensions the level of the primary and secondary school teachers was above the average. The highest score was obtained from the creativity and imagination sub-dimensions, while the lowest score was obtained from the sociocultural effect dimension. Within the scope of the research, variables that make a significant difference in educational beliefs sub-dimensions, critical thinking dispositions and nature of science beliefs were determined. While a negative low-level relationship was found between the primary and secondary school teachers’ essentialism sub-dimension of the educational beliefs scale and their critical thinking disposition, positive low-level relationships were found in other educational beliefs dimensions. While a low negative correlation was found between the primary and secondary school teachers' perennialism sub-dimension of educational beliefs and nature of science beliefs and some sub-dimensions, both positive and negative low-level relationships were found in other sub-dimensions. It was concluded that educational beliefs significantly predicted critical thinking dispositions and nature of science beliefs. While progressivism, existentialism and essentialism are important predictors of critical thinking disposition; progressivism and perennialism are important predictors of the nature of science beliefs. Within the scope of the research, it has been suggested that new studies with larger groups and different scales should be conducted.
In modern society it has become crucial to raise critical and scientific thinkers. Understanding the educational philosophies of the teachers to educate these individuals and how they grasp the critical thinking and the nature of science is one of the most important steps to be taken. In this context, the objective of this study is to examine the relationship between the primary and secondary school teachers’ educational beliefs and their critical thinking disposition and their beliefs of the nature of science. The present research was created in the relational survey model in a quantitative research design with 411 primary and secondary school teachers working in the districts of Nilüfer, Osmangazi and Yıldırım in the center of Bursa. Data collection tools such as “The Educational Beliefs Scale”, “The Critical Thinking Disposition Scale”, “The Nature of Science Beliefs Scale” were used. In addition, a personal information form was used to obtain information about the participants. As for the analysis of the data, descriptive statistics, Mann Whitney U, Kruskall Wallis H, Pearson correlation and multiple linear regression tests were used. As the results indicated, the philosophy which was most adopted by the primary and secondary school teachers in their educational beliefs was existentialism while the least was essentialism. In the critical thinking dispositions scale and in it’s sub-dimensions the level of the primary and secondary school teachers was good. In the nature of science beliefs scale and in it’s sub-dimensions the level of the primary and secondary school teachers was above the average. The highest score was obtained from the creativity and imagination sub-dimensions, while the lowest score was obtained from the sociocultural effect dimension. Within the scope of the research, variables that make a significant difference in educational beliefs sub-dimensions, critical thinking dispositions and nature of science beliefs were determined. While a negative low-level relationship was found between the primary and secondary school teachers’ essentialism sub-dimension of the educational beliefs scale and their critical thinking disposition, positive low-level relationships were found in other educational beliefs dimensions. While a low negative correlation was found between the primary and secondary school teachers' perennialism sub-dimension of educational beliefs and nature of science beliefs and some sub-dimensions, both positive and negative low-level relationships were found in other sub-dimensions. It was concluded that educational beliefs significantly predicted critical thinking dispositions and nature of science beliefs. While progressivism, existentialism and essentialism are important predictors of critical thinking disposition; progressivism and perennialism are important predictors of the nature of science beliefs. Within the scope of the research, it has been suggested that new studies with larger groups and different scales should be conducted.
Description
Keywords
Bilimin doğası inanışları, Eğitim felsefesi, Eleştirel düşünme, İlköğretim, Beliefs of the nature of science, Critical thinking, Philosophy of education, Primary education
Citation
Boyacı, M. (2022). İlkokul ve ortaokul öğretmenlerinin eğitim inançları ile eleştirel düşünme eğilimi ve bilimin doğası inanışları arasındaki ilişkilerin incelenmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.