ŞAHİN TAŞKIN, Çiğdem Çanakkale Onsekiz Mart Üniversitesi - Eğitim Fakültesi - İlköğretim Bölümü, Turkey

EPISTEMOLOGICAL BELIEFS: AS PREDICTORS OF PRESERVICE TEACHERS’ LEARNING APRROACHES

39993

This research aims to investigate primary preservice teachers’ epistemological beliefs as predictors of learning approaches. Regarding this aim, data were collected through Epistemological Beliefs Questionnaire developed by Schommer (1990) and adapted into Turkish culture by Deryakulu and Büyüköztürk (2002) and Revised Two Factor Study Process Questionnaire developed by Biggs, Kember and Leung (2001) and adapted into Turkish by Önder and Beşoluk (2010). The sample of this study includes 214 primary preservice teachers of faculty of education in Çanakkale Onsekiz Mart University. Findings of the research revealed that Beliefs of Learning Depends on Effort subscale of epistemological beliefs is a predictor of Deep Learning and The Belief That There is Only One Unchanging Truth subscale of epistemological beliefs also is found as a predictor of Surface Learning. In addition to this, t test was utilised in order to understand whether there are any differences between primary preservice teachers’ epistemological beliefs and learning approaches concerning gender. Findings show that although both female and male preservice teachers have similar learning approaches; female preservice teachers have more developed epistemological beliefs compared to males.

273

Learning Approaches , Epistemological Beliefs , Preservice Teachers

Mustafa Kemal University Journal Of Graduate School Of Social Sciences

285