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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.
The aim of this study was to investigate teachers’ beliefs about learning. So, we investigated the level of teachers’ beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. “Beliefs about Learning Scale”, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers’ beliefs about the traditional approach was higher than that of subject teachers’ beliefs according to seniority. Another finding was that the increase in seniority increased the teachers’ beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education.
Epistemological beliefs are the individuals' point of view on what is knowledge, how to accumulate it, defining its boundaries and identifying the criteria. This study aims to investigate whether there is a change in the beliefs of the prospective teachers related to knowledge, learning and teaching in a social constructive teaching setting.The research has been conducted with 119 prospective teachers. This study is a semi-experimental one conducted with pre-test and post-test without a control group. Data has been collected with 'Epistemological Belief on Learning and Teaching' scale developed by Ching Sing Chai, Timothy Teo and Chwee Beng Lee. The findings indicated a positive change in the beliefs of the candidates about relative knowledge and a visible decrease in the beliefs about absolute knowledge. Also, learning environment significantly affected the beliefs of the prospective teachers about relative knowledge. The results have proven that there occurred changes ...
Journal of Education and Practice
Investigating the Prospective Teachers’ Beliefs About Learning2017 •
The purpose of this research is to examine the learning-related beliefs of prospective teachers who continue their education at university. Within this overall purpose of the study the following questions were tried to be answered: 1) what level is the prospective teachers’ beliefs about traditional and constructivist (cognitive, social and radical) learning? 2) Do the traditional and constructivist beliefs of prospective teachers differentiate significantly according to their gender, class and branches? This study was conducted in survey model with 293 female and 174 male, a total of 467 prospective teachers at Dicle University in the academic year of 2014-2015. As data collection tool “Belief Scale towards Learning” developed by Bay et al. (2012) was used. As the results of the study, it was found that the prospective teachers had adopted more constructivist beliefs than traditional beliefs; there is no statistically significant difference between the beliefs of the prospective te...
Theory of constructivism is an approach which is based on students and evaluates, interprets or structures new knowledge and previously acquired knowledge by compounding them in the mind. According to this approach, when knowledge is acquired in this way, it is more permanent in mind and forgetfulness decreases. This study was conducted to determine elementary school teacher's opinions about constructivist approach settings by taking some demographic variables into account. Total 30 teachers working in different departments in Şehit Selahettin Primary School bounded to Hakkari Provincial Directorate For National Education , composes the basis of the study. Necessary Data for the research was gathered by using constructivist learning environment scale. In the research, General Screening Model which is one of 'General Screening Models' was used. The validity and reliability coefficient of Constructivist Learning environment scale used in the research and made up of 30 items, were tested and the scale's Cronbach Alpha internal reliability coefficient was calculated as 0.91. According to results in the research, it was concluded that teachers had some essentials knowledge about constructivist learning, they used many features of constructivist learning in their lives and there was no statistical opinion difference between female and male teachers depending on gender in terms of constructivist learning.
2014 •
The aim of this study was to investigate teachers’ beliefs about learning. So, we investigated the level of teachers’ beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. “Beliefs about Learning Scale”, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreo...
Research on humanities and social sciences
Attitude of Senior High School Teachers Toward Test Construction: Developing and Validating a Standardised Instrument2018 •
Test construction is an essential part of teachers’ responsibility. Teachers are therefore supposed to craft well-functioning items in ensuring effective teaching and learning. This study seeks to develop and validate a standardised instrument in measuring teachers’ attitude towards test construction. The study further explores the attitude of teachers towards test construction. The instrument was developed based on literature as well as personal experiences of the researchers. The developed instrument was administered to 432 Senior High School teachers in the Cape Coast Metropolis. Through an exploratory factor analysis, four dimensions were obtained which include: planning, item construction, item review and assembling. A confirmatory factor analysis was then conducted to examine the factor loadings of the items. After critical evaluation, the items on the instrument remained 32 which was on a four point Likert scale. Further analysis revealed an overall negative attitude of SHS t...
The aim of this study is to develop a valid and reliable scale that can be used in determining educational beliefs of teachers and prospective teachers. After studies such as scale expert views and the evaluation of intelligibility, the measure is administered to a sample consisting of 154 teachers and 305 prospective teachers with a total number of 459 participants. Exploratory and confirmatory factor analyses are applied in order to determine the construct validity of the scale. According to the exploratory factor analysis results, the scale consists of five factors including: Perennialism, Essentialism, Progressivism, Reconstructionalism, and Existentionalism with a total of 40 five-Likert type items. Item factor loadings in the related scale range from 0.42 to 0.74, corrected item-total correlations between 0.22 and 0.90, and reliability coefficients between 0.70 and 0.91. Also, the five-factor construct of the scale is confirmed by exploratory factor analysis. The research findings have showed that the Educational Belief Scale is a valid and reliable scale that can be used in determining educational beliefs of teachers and prospective teachers.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
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