Zubeyde Demet Kirbulut

Modelling between epistemological beliefs and constructivist learning environment

The purpose of this study was to model the relationship between pre-service chemistry teachers’ epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers’ epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class.

Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK).

The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the instrument can be used as a teaching tool to enhance pre-service science teachers’ topic-specific PCK along with some limitations. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Finally, our discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.

Investigating Pre-service Elementary School Teachers' Metacognitive Science Learning Orientations

Abstract This study describes the adaptation and validation of the Self-Efficacy and Metacognition Learning Inventory—Science (SEMLI-S) to examine pre-service elementary school teachers’ metacognitive science learning orientations. In addition, pre-service teachers’ metacognitive science learning orientations were examined in terms of gender. 193 pre-service elementary school teachers participated in the study. Exploratory and confirmatory factor analyses were performed. Exploratory factor analysis (EFA) showed that there were 4 factors explaining the 54% of the total variance of the scores. In addition to the EFA, confirmatory factor analysis (CFA) was performed to confirm the factor structure of the adapted SEMLI-S. Results of the CFA showed that the four-factor model of the adapted SEMLI-S fit well to the data. It could be concluded that the Turkish version of the SEMLI-S instrument is a valid and reliable instrument serving as a useful tool to understand learners’ metacognitive science learning orientations.

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

Bu calismanin amaci ustbilissel ogrenme yonelimleri ve ustbilissel ozduzenlemenin fen bilgisi ogretmen adaylarinin fen ogretimi ozyeterliklerini ne derecede yordadigini arastirmaktir. Calismaya farkli universitelerin egitim fakultelerinde ogrenim gormekte olan 224 fen bilgisi ogretmen adayi katilmistir. Veriler Fen Bilgisi Ogretimine Yonelik Inanclar Olcegi, Ozyeterlik ve Ustbilissel Ogrenme Yonelimleri Olcegi ve Ogrenmede Gudusel Stratejiler Anketi kullanilarak toplanmistir. Verilerin analizinde asamali coklu dogrusal regresyon analizi kullanilmistir. Analiz sonuclarina gore ustbilissel ogrenme yonelimlerinin alt boyutlarindan yapilandirmaci iliski ve ogrenme risk farkindaligi ile ustbilissel ozduzenleme fen ogretimi ozyeterligini anlamli olarak yordamaktadir. Yordayici degiskenler, fen ogretimi ozyeterligindeki varyansin %27’sini aciklamaktadir. Buna gore farkli fen ogrenme ortamlarindaki bilgiler arasinda baglanti kuran, ogrenmede zorlu durumlarin farkinda olan ve ogrenmelerinde ustbilissel stratejileri kullanan fen bilgisi ogretmen adaylarinin fen bilgisi ogretiminde yuksek ozyeterlige sahip olma egiliminde olduklari soylenebilir.

Development of a metaconceptual awareness and regulation scale

ABSTRACT This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) – a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study was conducted with 349 10th grade students while 338 11th grade students participated in the validation study. In order to test the two-factor structure of MARS, confirmatory factor analysis was employed with data from the validation study. Findings supported the two-factor structure of the MARS instrument. For further validity evidence, the relationship between students’ metaconceptual awareness and regulation and their use of learning strategies were examined using canonical correlation analysis. A significant correlation was found between the factors of MARS and learning strategies. Research and practical applications of MARS by science education researchers and teachers are discussed.

Öğretmen Adaylarının Fen Öğrenimi ile ilgili Beklentilerini Belirleme

The purpose of this study was to examine the expectations of the pre-service science (biology, chemistry, and physics) teachers about learning science on independence, coherence, concept, reality link, math link, and effort dimensions by using Science Expectations Questionnaire (SEQ) and conducting interviews with selected pre-service teachers on their questionnaire responses. The SEQ was applied to 121 pre-service science teachers in a public university. The results show that most of the pre-service science teachers had sophisticated view of learning in terms of independence and reality link dimensions; they had naive view of learning in terms of other dimensions. Hence, teacher educators could determine pre-service science teachers’ view of learning and encourage them to have more sophisticated view of learning.