THE INVESTIGATION OF THE RELATIONSHIP BETWEEN TEACHERS' BELIEFS TOWARDS LEARNING AND BELIEFS TOWARDS THE STANDARD TESTS
Abstract
The aim of this study is to investigate the relationship between teachers' beliefs toward learning and beliefs toward standard tests. During the study, correlational survey research model, one of the research models, is adopted. As data collection tool; "Belief Scale Towards Learning" and "Beliefs About Standardized Tests Scale" is used. Data is collected from 659 different branches of teachers, 306 female and 353 male. For analyzing the data; descriptive statistical analyzing methods and correlation-regression analysis are used. According to the findings, it is determined that teachers’ beliefs towards constructivist learning are higher than the beliefs towards traditional learning. Secondly, it’s determined that there is a positive and significant relationship between beliefs towards traditional learning and beliefs towards standard tests. Furthermore, it’s found that there is negative and significant relationship between beliefs towards standard tests and beliefs towards constructivist learning. Finally, it’s determined that the beliefs toward traditional and constructivist learning are significant predictor of beliefs toward standard tests.
Article visualizations:
Keywords
References
Aglagül, D. (2009). The evaluation of the class teachers’ skills to organize constructivist learning environment in the fifth grade of social studies. Master’s thesis, Çukurova University.
Akpınar, B. (2010). Yapılandırmacı yaklaşımda öğretmenin, öğrencinin ve velinin rolü. Eğitim-Bir-Sen Dergisi, 6(16), 16-20.
Aksu-Ataç, B. (2012). Foreign language teachers’ attitude toward authentic assessment in language teaching. The Journal of Language and Linguistic Studies, 8(2), 7-19.
Altan, M. Z. (2014). Türkiye'nin eğitim çıkmazı: Girişimci öğretim-girişimci öğretmen. Ankara: Pegem Publishing
Bakırcıoğlu, R. (2015). Ansiklopedik Eğitim ve Psikoloji Sözlüğü. Ankara: Anı Pusblishing
Baş, G. (2012). İlköğretim öğrencilerinin yapılandırmacı öğrenme ortamına ilişkin algılarının farklı değişkenler açısından değerlendirilmesi. Journal of Research in Education and Teaching 1(4), 203-215.
Bay, E., İlhan, M., Aydın, Z., Kinay, İ., Özyurt, M., Kuzu, S., Kahramanoğlu, R. ve Yiğit, C. (2012). Belief scale towards learning: Study of validity and reliability. International Journal of Human Sciences, 9 (2), 1008-1030.
Bıçak, B. (2010). Performans Değerlendirme. İçinde Gömleksiz, M. ve Erkan, S. (Ed.) Eğitimde Ölçme ve Değerlendirme. Ankara: Nobel Akademi
Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist. Educational. Leadership, 57(3), 18-24. Retrieved on from 6.6.2017 http://www.ascd.org/publications/educationalleadership/nov99/vol57/num03/The-Courage-to Be-Constructivist.aspx
Bruning, R. H., Schraw, G. J., & Norby, M. M. (2014). Bilişsel psikoloji ve öğretim. (Z. N. Ersözlü,& R. Ülker, Trans.) Ankara: Nobel Publishing.
Damlapınar, G. (2008). An examination on elementary 1st grade teachers’ opinions about contructivist learning approach. Master’s thesis, Selçuk University, Social Sciences Institute, Konya
De Lashmutt, G. & Braund, R. (1996). Postmodernism and You: Education. Retrieved on from 19.07.2017 http://www.xenos.org/essays/comparing-modernist-and-postmoderneducationaltheory
Dilmaç, S. & Dilmaç, O. (2014). The impact of authentic evaluation approachments on the attitudes about visual arts of secondary school education students’. Selcuk University Journal of Institute of Social Sciences 32,57-67.
Driscoll, M.P. (2005). Psychology of Learning for Instruction. Toronto, ON: Pearson. Retrived on from 25.07.2017 http://ocw.metu.edu.tr/pluginfile.php/9154/mod _resource/content/1/driscoll_2005.pdf
Duban, N. ve Küçükyılmaz, E. A. (2008). Primary education pre-service teachers’ opinions regarding to the use of alternative measurement-evaluation methods and techniques in practice schools. Elementary Schools Online, 7(3), 769-784.
Duru, S. (2014). The effect of constructivist and traditional learning environment on student teachers’ educational beliefs. Pamukkale University Journal of Education, 36(2),15-28.
Fer, S. (2011). Öğretim Tasarımı. Ankara: Anı Publishing
Gelbal,S. & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront, H.U. Journal of Education, 33,135-145.
Gömleksiz, M. N. & Kan, A. Ü. (2010). An assessment of classroom teacher candidates’ recognizing level of alternative measurement and evaluation approaches. Doğu Anadolu Bölgesi Araştırmaları, 9(1), 21-27.
Güneş, F. (2007). Yapılandırıcı yaklaşımla sınıf yönetimi. Ankara: Nobel Publishing
Hanley, S. (1994). On Constructivism. Retrived on from 6.6.2017 http://terpconnect.umd.edu/~toh/MCTP/Essays/Constructivism.txt
İlhan, M., Çetin, B. & Bars, M. (2013). Turkish adaption of beliefs about participative assessment instrument: Validity and reliability study. Journal of European Education, 3(2), 17-35.
İlhan, M., Çetin, B. & Kinay, İ. (2015). The Turkish adaptation of beliefs about standardized tests scale (basts): The validity and reliability study, Mustafa Kemal University Journal of Social Sciences Institute, 12(29), 161-189.
Kafadar, O. (1997). Türk eğitim düşüncesinde batılılaşma. İstanbul: Feryal Printing
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
King, R. M. (2000). Portfolio development: Using authentic learning assignments in psychology courses. North American Journal of Psychology, 2(1), 151-166
Koç, N. (1985). Standart başarı testlerinin, bir eğitim sisteminde verilen çeşitli kararlardaki yeri ve önemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 17(1-2).159-172.
Kurt, M. (2016). Yapılandırmacılık Kuramı. İçinde Öğrenme - Öğretme Kuramları ve Uygulamadaki Yansımaları (s. 827-851). Ankara: Pegem Publishing.
Magee, R.G., & Jones, B.D. (2012). An instrument to assess beliefs about standardized testing: Measuring the influence of epistemology on the endorsement of standardized. Australian Journal of Educational & Developmental Psychology, 12, 71-82.
Marston D., Deno S., Tindal G. (1984). Eligibility for learning disabilities services: A direct and repeated measurement approach. Exceptional Children, 50 (6), 554–555. Retrieved on from 19.7.2017 http://journals.sagepub.com/doi/abs/10.1177/001440298405000613
Nazlıçiçek, N. & Akarsu, F. (2008). Physics, Chemistry and Mathematics Techers’ Approaches to Assessment Tools and Their Assessment Practice, Education and Science, 33(149), 18-29.
Nichols, J. O. & Nichols, K. W. (2005). A road map for improvement of student learning and support services through assessment. Flemington, N. J.: Agathon.
Ocak, G. (2010). Teacher attitudes towards constructivist learning practices, Gazi University Journal of Gazi Educational Faculty, 30(3), 835 – 857.
Ocak, G. (2012). An evaluation of teachers’ success in building constructivist learning environments by pre-service and in-service teachers. Education & Science, 37(166), 25-40.
Özdemir, S. M. (2009). Examination of issues encountered by classroom teachers in the measurement and assessment process of the new primary education curriculum in Turkey. Ankara University, Journal of Faculty of Educational Sciences, 42(2), 55-79.
Özden, Y. (2011). Öğrenme ve öğretme. Ankara: Pegem Publishing.
Özsevgeç, T. (2007). Determining effectiveness of guided materials about force and motion unit based on the 5E model for elementary students, Unpublished PhD Thesis. Karadeniz Technical University.
Raines-Eudy, R. (2000). Using structural equation modeling to test for differential reliability and validity: An empirical demonstration. Structural Equation Modeling: A Multidisciplinary Journal, 7(1): 124-141.
Selvi, K. (2013). Felsefe ve eğitim arasındaki ilişki: Bilgi ve öğrenme. In G. Ekici, & M. Güven, Öğrenme - öğretme Yaklaşımları ve Uygulama Örnekleri. Ankara: Pegem Publishing.
Senemoğlu, N. (2009). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Ankara: Pegem Akademi.
Şenel-Çoruhlu, T., Er Nas, S. & Çepni, S., (2008). Reflection of an in-service education course programme for science and technology teachers about alternative measurement and assessment techniques: Trabzon sample. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2),1-22.
Teyfur, İ. & Teyfur, E. (2012). Investigation of teachers and school administrators' views regarding the constructivist curricula (İzmir city sample). Adnan Menderes University Faculty of Education Journal of Education Sciences,3(2), 66-81.
Turgut, M. F. & Baykul, Y. (2011). Eğitimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
Ünver, G. (2003). Yansıtıcı Düşünme. Ankara: PegemA Publishing.
Vanderbilt, K. L. (2008). Online Professıonal development: An analysis of instructor beliefs and instructional strategies for the facilitation of learning with adult educators. Unpublished PhD Thesis. Georgia State University
von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London: Falmer Press. Retrieved on from 3.7.2017 http://files.eric.ed.gov/fulltext/ED381352.pdf
Vygotsky, L. S. (1978). Chapter 6: Interaction between Learning and Development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: the development of higher psychological processes (pp. 79-91). Harvard University Press. Retrieved on from 3.6.2017 http://www.colorado.edu/physics/phys4810/phys4810_fa08/4810readings/vygot_chp6.pdf
Waters-Adams, S. (2006). The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers‟ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944.
Woolfolk, A. (2015). Eğitim Psikolojisi. İstanbul: Kaknüs Publishing
Yaşar, Ş., & Gültekin, M. (2006). Sosyal bilgiler öğretiminde araç-gereç kullanımı. C. Öztürk içinde, Hayat bilgisi ve sosyal bilgiler öğretimi-yapılandırmacı bir yaklaşım (s. 287-311). Ankara: Pegem Publishing.
Yurdakul, B. (2008). Contribution of constructivist learning approach to constructing knowledge in socio-cognitive context, Balıkesir University The Journal of Social Sciences Institute,11(20), 39-67.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1058
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 İsmail Kinay, Kasım Karataş
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
