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Öğrencilerin Başarısı ve Öğrenmesine Yönelik Öğretmen Görüşleri Ölçeği (ÖBÖY-ÖGÖ)

Year 2020, Volume: 2 Issue: 3, 137 - 154, 30.06.2020
https://doi.org/10.46423/izujed.732823

Abstract

Gerçekleştirilen bu çalışma ile öğrencilerin başarısı ve öğrenmesine yönelik öğretmen görüşleri ölçeğinin geliştirilmesi amaçlanmıştır. Çalışmaya öğretmenlik deneyimleri 1-40 yıl arasında değişen toplam 636 ilkokul, ortaokul ve lise öğretmeni katılmıştır. Çalışmanın deneme aşamasında 37; açıklayıcı faktör analizin ve doğrulayıcı faktör analizi aşamalarında ise, sırasıyla, 285 ve 314 öğretmen ile çalışılmıştır. Uzman görüşü ile sağlanan kapsam geçerliliği sonrası yapılan faktör analizi sonucu 11 maddeli dört faktörlü AFA ile ortaya çıkmıştır. Ölçek için KMO (Kaiser-Meyer-Olkin) değeri .719, Barlett’s Sphericity testi χ²=2032,565, p=.000 olarak belirlenmiştir. Dört faktörlü yapının 1. Faktörü ölçek varyansının %19,132; 2. Faktörü %16,805; 3. %15,767 ve 4. Faktörü de %15,452’sini açıklamaktadır. Ölçeğe ait dört faktörün ölçeğin varyansının %67,155’ini açıkladığı görülmektedir. Ölçekte bulunan 11 maddenin faktör ortak varyans değerlerinin ,467- ,908; madde faktör yüklerinin ise ,635-,941 arasında değiştiği belirlenmiştir. Ortaya çıkan modelin DFA sonucunda elde edilen uyum indekslerinin (X2/Sd =1,719, RMSEA= ,050, RMR=,058,GFI=,959, AGFI=,934, CFI=,950, IFI=,951) modelin doğrulanması için yeterli olduğu görülmektedir. Ölçek Cronbach Alfa iç tutarlılık katsayısının .76 olduğu görülmektedir. Bu sonuçlar değerlendirildiğinde öğrencilerin başarısı ve öğrenmesine yönelik öğretmen görüşleri ölçeğinin güvenilir ve geçerli bir ölçme aracı olduğu sonucuna ulaşılabilir.

References

  • Abu Radwan, A. (2019). Changes in prospective teachers’ beliefs about foreign language learning in a teacher training program. Sultan Qaboos University Journal of Arts & Social Sciences, 10(2), 37-48.
  • Arumugham, K.S. (2019). Teachers’ understanding towards portfolio assessment: A case study among Malaysian primary school teachers. Problems of Education in the 21st Century, 77(6), 695-704.
  • Barab, S.A. & Luehmann, A.L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87, 454–467.
  • Beck, J., Czerniak, C.M. & Lumpe, A.T. (2000). An Explanatory study of teachers’ beliefs regarding the implementation of constructivism in their classrooms. Journal of Science Teacher Education, 11(4), 323-340.
  • Biçer, B., Er, H. & Özel, A . (2013). Öğretmen adaylarının epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki. Eğitimde Kuram ve Uygulama 9(3) 229-242.
  • Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency, Teachers and Teaching, 21(6), 624-640, doi: 10.1080/13540602.2015.1044325
  • Bloom, B.S. (1971). Individual differences in school achievement: A vanishing point, A Monograph. AERA-pdk Award Lecture Annual Meeting American Educational. Research Association New York February 6,1971.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw Hill.
  • Borg, M. (2001). Teachers’ beliefs. ELT Journal 55 (2), 186–188. https://doi.org/10.1093/elt/55.2.186
  • Borg, S. & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. www.britishcouncil.org. Received from https://www.teachingenglish.org.uk/sites/teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf
  • Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8).
  • Borko, H. & Putnam, R. (1996). Learning to teach. In D. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (673-708). New York: MacMillan.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Akademi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LİSREL uygulamaları. Ankara: Pegem Akademi.
  • Danışman, Ş. & Karadağ, E. (2019). Teaching ability beliefs scale: Adapting into Turkish and testing the construct validity. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 577-603.
  • Demir, M.K. (2013). İlköğretim Bölümü Öğretmen Adaylarının Epistemolojik İnançlarının İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 25(2), 343-358.
  • Demir, S. & Akınoğlu, O. (2010). Epistemolojik inanışlar ve öğretme öğrenme süreçleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32, 75 – 93.
  • Doğanay, A. (2011). The Effect of pre-service teacher education on the educational philosophies of prospective teachers. Education and Science, 36(161), 332-348.
  • Ediger, M. (2000). Philosophy perspectives in teaching social studies. Journal of Instructional Psychology, 27(2), 112.
  • Febriyati, R.F. (2020). Teachers’ beliefs on learner’s autonomy of paragraph writing in society 4.0 in tenth graders of sman1 Nogosari. Unpublished PhD Thesis, the State Islamic Institute of Surakarta.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA handbooks in psychology®. APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (p. 471–499). American Psychological Association. https://doi.org/10.1037/13274-019
  • Gales, M. J. & Yan, W. (2001). Relationship between Constructivist Teacher Beliefs and Instructional Practices to Students' Mathematical Achievement: Evidence from TIMMS. The Annual Meeting of the American Educational Research Association, Seattle, WA, (April 10-14, 2001).
  • Golombek, P.R. (1998). A Study of language teachers' personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
  • Gürbüz, S. ve Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri (5.Baskı). Ankara: Seçkin Yayıncılık.https://ayeum.com/video-panel/video-izle/172
  • Hashweh, M.Z. (1996). Effects of science teachers’ epistomological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.
  • İslamoğlu, A. H. & Alnıaçık, Ü. (2016). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı. İstanbul : Beta Yayıncılık.
  • Jones, M.G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (1067–1104). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kagan, D.M. (1992). Implications of research on teacher belief. Educational Psychologist 27, 65-90.
  • Kahramanoğlu, R. & Özbakış, G. (2018). Sınıf öğretmenlerinin eğitim inançlarının ve epistemolojik inançlarının belirlenmesi ve aralarındaki ilişkinin incelenmesi. Disiplinlerarası Eğitim Araştırmaları Dergisi 2(3), 8-27.
  • Kotaman, H. (2008). Özyeterlilik inancı ve öğrenme performansının geliştirilmesine ilişkin yazın taraması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 11(1), 111-133. Received from http://www.acarindex.com/dosyalar/makale/acarindex-1423935521.pdf
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading Reading in a Foreign Language. 23(1), 102–128.
  • Levitt, K. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education 86(1), 1-22.
  • Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. ETR & D 51 (2), 57–76.
  • Love, A. (2002). The Relationship between teachers' beliefs and student achievement in two primarily african american urban elementary schools. The Annual Meeting of the American Educational Research Association, New Orleans, LA, (April 5, 2002).
  • Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • McNeill, K.L., Pimentel, D.S. & Strauss, G.E. (2013). The Impact of high school science teachers’ beliefs, curricular enactments and experience on student learning during an ınquiry based urban ecology curriculum. International Journal of Science Education, 35(15), 2608-2644. doi:10.1080/09500693.2011.618193
  • Muijs, D. & Reynolds, D. (2002). Teachers' beliefs and behaviors: what really matters? The Journal of Classroom Interaction, 37(2), 3-15. https://www.jstor.org/stable/23870407?seq=1#metadata_info_tab_contents Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies 19, 317-328. https://kopernio.com/viewer?doi=10.1080%2F0022027870190403&token=WzQ1MTg2MywiMTAuMTA4MC8wMDIyMDI3ODcwMTkwNDAzIl0.zsTQmUonA7VfWfPV8_SMWRqUYsk
  • Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi. Eskişehir: Nisan Kitabevi.
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-14. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/819
  • Pallant, J. (2016). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi. Ankara: Anı Yayıncılık.
  • Pedersen, S. & Liu, M. (2003). Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment. ETR&D, 51(2), 57–76. Peyman, R., Gholam, R.K. & Parviz, M. (2012). ESP in-service teacher training programs: Do they change Iranian teachers' beliefs, classroom practices and students' achievements? Ibérica, 24, 261-282.
  • Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
  • Rashidi, N. & Mughadam, M. (2014). The Effect of teachers’ beliefs and sense of self-efficacy on Iranian EFL learners’ satisfaction and academic achievement. The Electronic Journal for English as a Second Language, 18(2), available online http://www.teslej.org/wordpress/issues/volume18/ej70/ej70a3/
  • Savaşçı-Açıkalın, F. (2009). Teacher beliefs and practice in science educatio. Asia-Pacific Forum on Science Learning and Teaching 10(1), 11-22.
  • Sah, F. M. & Shah, P. M. (2020). Teachers’ beliefs and practices in teaching listening. Creative Education , 11, 182-195. doi: 10.4236/ce.2020.112013
  • Shafee, A. (2019). The Teaching of early reading in English using the phonics approach in Malaysian primary schools: Teacher beliefs, knowledge and practices. Unpublished PhD Thesis, Liverpool John Moores University.
  • Simmons, P.E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Labuda, K. (1999). Beginning Teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930–954.
  • Skott, J. (2013). Understanding the role of the teacher in emerging classroom practices: Searching for patterns of participation. ZDM-The International Journal of Mathematics Education, 45(4), 547-559. doi: 10.1007/s11858-013-0500-z
  • Skott, J. (2015). The promises, problems, and prospects of research on teachers’beliefs. Science teacher attitudes and beliefs. In H.Fives & M.G. Gill(Eds.), International handbook of research on teeachers’ beliefs (13–30). Newyork, NY: Routledge.
  • Tam, A.C.F. (2015) The role of a professional learning community in teacher change: a perspective from beliefs and practices, Teachers and Teaching, 21(1), 22-43, doi: 10.1080/13540602.2014.928122
  • Turan, M.B. (2019). The Relationship between university students' epistemological beliefs and teaching/learning conceptions. International Journal of Progressive Education, 15(1), 184-194. doi: 10.29329/ijpe.2019.184.12
  • Yıldıran, G. (2006). Multicultural applications of mastery learning: Our thoughts, our deeds and our hopes for education. İstanbul: Boğaziçi University.
  • Yıldırım, K., Çetinkaya, F.Ç. & Ateş, S. (2016). Öğretmen adaylarının okuyucu inançları ve okuduğunu anlama başarıları arasındaki ilişkiler. Trakya Üniversitesi Sosyal Bilimler Dergisi 18(1), 299-314.
Year 2020, Volume: 2 Issue: 3, 137 - 154, 30.06.2020
https://doi.org/10.46423/izujed.732823

Abstract

References

  • Abu Radwan, A. (2019). Changes in prospective teachers’ beliefs about foreign language learning in a teacher training program. Sultan Qaboos University Journal of Arts & Social Sciences, 10(2), 37-48.
  • Arumugham, K.S. (2019). Teachers’ understanding towards portfolio assessment: A case study among Malaysian primary school teachers. Problems of Education in the 21st Century, 77(6), 695-704.
  • Barab, S.A. & Luehmann, A.L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87, 454–467.
  • Beck, J., Czerniak, C.M. & Lumpe, A.T. (2000). An Explanatory study of teachers’ beliefs regarding the implementation of constructivism in their classrooms. Journal of Science Teacher Education, 11(4), 323-340.
  • Biçer, B., Er, H. & Özel, A . (2013). Öğretmen adaylarının epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki. Eğitimde Kuram ve Uygulama 9(3) 229-242.
  • Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency, Teachers and Teaching, 21(6), 624-640, doi: 10.1080/13540602.2015.1044325
  • Bloom, B.S. (1971). Individual differences in school achievement: A vanishing point, A Monograph. AERA-pdk Award Lecture Annual Meeting American Educational. Research Association New York February 6,1971.
  • Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw Hill.
  • Borg, M. (2001). Teachers’ beliefs. ELT Journal 55 (2), 186–188. https://doi.org/10.1093/elt/55.2.186
  • Borg, S. & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. www.britishcouncil.org. Received from https://www.teachingenglish.org.uk/sites/teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf
  • Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8).
  • Borko, H. & Putnam, R. (1996). Learning to teach. In D. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (673-708). New York: MacMillan.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Akademi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LİSREL uygulamaları. Ankara: Pegem Akademi.
  • Danışman, Ş. & Karadağ, E. (2019). Teaching ability beliefs scale: Adapting into Turkish and testing the construct validity. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 577-603.
  • Demir, M.K. (2013). İlköğretim Bölümü Öğretmen Adaylarının Epistemolojik İnançlarının İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 25(2), 343-358.
  • Demir, S. & Akınoğlu, O. (2010). Epistemolojik inanışlar ve öğretme öğrenme süreçleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32, 75 – 93.
  • Doğanay, A. (2011). The Effect of pre-service teacher education on the educational philosophies of prospective teachers. Education and Science, 36(161), 332-348.
  • Ediger, M. (2000). Philosophy perspectives in teaching social studies. Journal of Instructional Psychology, 27(2), 112.
  • Febriyati, R.F. (2020). Teachers’ beliefs on learner’s autonomy of paragraph writing in society 4.0 in tenth graders of sman1 Nogosari. Unpublished PhD Thesis, the State Islamic Institute of Surakarta.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA handbooks in psychology®. APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (p. 471–499). American Psychological Association. https://doi.org/10.1037/13274-019
  • Gales, M. J. & Yan, W. (2001). Relationship between Constructivist Teacher Beliefs and Instructional Practices to Students' Mathematical Achievement: Evidence from TIMMS. The Annual Meeting of the American Educational Research Association, Seattle, WA, (April 10-14, 2001).
  • Golombek, P.R. (1998). A Study of language teachers' personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
  • Gürbüz, S. ve Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri (5.Baskı). Ankara: Seçkin Yayıncılık.https://ayeum.com/video-panel/video-izle/172
  • Hashweh, M.Z. (1996). Effects of science teachers’ epistomological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.
  • İslamoğlu, A. H. & Alnıaçık, Ü. (2016). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı. İstanbul : Beta Yayıncılık.
  • Jones, M.G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (1067–1104). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kagan, D.M. (1992). Implications of research on teacher belief. Educational Psychologist 27, 65-90.
  • Kahramanoğlu, R. & Özbakış, G. (2018). Sınıf öğretmenlerinin eğitim inançlarının ve epistemolojik inançlarının belirlenmesi ve aralarındaki ilişkinin incelenmesi. Disiplinlerarası Eğitim Araştırmaları Dergisi 2(3), 8-27.
  • Kotaman, H. (2008). Özyeterlilik inancı ve öğrenme performansının geliştirilmesine ilişkin yazın taraması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 11(1), 111-133. Received from http://www.acarindex.com/dosyalar/makale/acarindex-1423935521.pdf
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading Reading in a Foreign Language. 23(1), 102–128.
  • Levitt, K. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education 86(1), 1-22.
  • Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. ETR & D 51 (2), 57–76.
  • Love, A. (2002). The Relationship between teachers' beliefs and student achievement in two primarily african american urban elementary schools. The Annual Meeting of the American Educational Research Association, New Orleans, LA, (April 5, 2002).
  • Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • McNeill, K.L., Pimentel, D.S. & Strauss, G.E. (2013). The Impact of high school science teachers’ beliefs, curricular enactments and experience on student learning during an ınquiry based urban ecology curriculum. International Journal of Science Education, 35(15), 2608-2644. doi:10.1080/09500693.2011.618193
  • Muijs, D. & Reynolds, D. (2002). Teachers' beliefs and behaviors: what really matters? The Journal of Classroom Interaction, 37(2), 3-15. https://www.jstor.org/stable/23870407?seq=1#metadata_info_tab_contents Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies 19, 317-328. https://kopernio.com/viewer?doi=10.1080%2F0022027870190403&token=WzQ1MTg2MywiMTAuMTA4MC8wMDIyMDI3ODcwMTkwNDAzIl0.zsTQmUonA7VfWfPV8_SMWRqUYsk
  • Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi. Eskişehir: Nisan Kitabevi.
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-14. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/819
  • Pallant, J. (2016). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi. Ankara: Anı Yayıncılık.
  • Pedersen, S. & Liu, M. (2003). Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment. ETR&D, 51(2), 57–76. Peyman, R., Gholam, R.K. & Parviz, M. (2012). ESP in-service teacher training programs: Do they change Iranian teachers' beliefs, classroom practices and students' achievements? Ibérica, 24, 261-282.
  • Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
  • Rashidi, N. & Mughadam, M. (2014). The Effect of teachers’ beliefs and sense of self-efficacy on Iranian EFL learners’ satisfaction and academic achievement. The Electronic Journal for English as a Second Language, 18(2), available online http://www.teslej.org/wordpress/issues/volume18/ej70/ej70a3/
  • Savaşçı-Açıkalın, F. (2009). Teacher beliefs and practice in science educatio. Asia-Pacific Forum on Science Learning and Teaching 10(1), 11-22.
  • Sah, F. M. & Shah, P. M. (2020). Teachers’ beliefs and practices in teaching listening. Creative Education , 11, 182-195. doi: 10.4236/ce.2020.112013
  • Shafee, A. (2019). The Teaching of early reading in English using the phonics approach in Malaysian primary schools: Teacher beliefs, knowledge and practices. Unpublished PhD Thesis, Liverpool John Moores University.
  • Simmons, P.E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Labuda, K. (1999). Beginning Teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930–954.
  • Skott, J. (2013). Understanding the role of the teacher in emerging classroom practices: Searching for patterns of participation. ZDM-The International Journal of Mathematics Education, 45(4), 547-559. doi: 10.1007/s11858-013-0500-z
  • Skott, J. (2015). The promises, problems, and prospects of research on teachers’beliefs. Science teacher attitudes and beliefs. In H.Fives & M.G. Gill(Eds.), International handbook of research on teeachers’ beliefs (13–30). Newyork, NY: Routledge.
  • Tam, A.C.F. (2015) The role of a professional learning community in teacher change: a perspective from beliefs and practices, Teachers and Teaching, 21(1), 22-43, doi: 10.1080/13540602.2014.928122
  • Turan, M.B. (2019). The Relationship between university students' epistemological beliefs and teaching/learning conceptions. International Journal of Progressive Education, 15(1), 184-194. doi: 10.29329/ijpe.2019.184.12
  • Yıldıran, G. (2006). Multicultural applications of mastery learning: Our thoughts, our deeds and our hopes for education. İstanbul: Boğaziçi University.
  • Yıldırım, K., Çetinkaya, F.Ç. & Ateş, S. (2016). Öğretmen adaylarının okuyucu inançları ve okuduğunu anlama başarıları arasındaki ilişkiler. Trakya Üniversitesi Sosyal Bilimler Dergisi 18(1), 299-314.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Kamil Arif Kırkıç

Emin Aydın 0000-0003-4298-2623

Ömer Yahşi 0000-0003-3872-6010

Publication Date June 30, 2020
Submission Date May 5, 2020
Published in Issue Year 2020 Volume: 2 Issue: 3

Cite

APA Kırkıç, K. A., Aydın, E., & Yahşi, Ö. (2020). Öğrencilerin Başarısı ve Öğrenmesine Yönelik Öğretmen Görüşleri Ölçeği (ÖBÖY-ÖGÖ). İZÜ Eğitim Dergisi, 2(3), 137-154. https://doi.org/10.46423/izujed.732823