Fen bilgisi öğretmen adaylarının organ nakli ve bağışı konularındaki argümantasyon becerileri, epistemolojik inançları, konu alan bilgileri ve tutumlarının incelenmesi

GÜLŞAH GÜRKAN

Fen bilgisi öğretmen adaylarının organ nakli ve bağışı konularındaki argümantasyon becerileri, epistemolojik inançları, konu alan bilgileri ve tutumlarının incelenmesi

Thesis Type: Doctorate

Institution Of The Thesis: Inonu University, Eğitim Bilimleri Enstitüsü, İLKÖĞRETİM FEN VE MATEMATİK ALANLARI EĞİTİMİ ANABİLİM DALI, Turkey

Approval Date: 2018

Thesis Language: Turkish

Student: GÜLŞAH GÜRKAN

Supervisor: Sibel Kahraman

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The aim of this study is to describe the argumentation skills, epistemological beliefs, subject knowledge levels and attitudes of preservice science teachers about organ transplantation and donation issues and also to investigate the relationship between these variables with path analysis technique. The research model was designed in multi factor predictive correlational design of quantitative research methods. The population of the research was composed of preservice science teacher studying in Education Faculty in Turkey. The research sample consisted of 487 preservice science teacher, selected with convenience sampling, studying in different University of Turkey (Inonu, Cumhuriyet, Adiyaman and Suleyman Demirel) in 2017-2018 academic year. As data collection instruments "Organ Tranplantation and Donation Knowledge Test (OTDKT)", "Organ Tranplantation and Donation Attitude Scale (OTDAS)" and "Organ Tranplantation and Donation Argumentation Skills Inventory (OTDASI)" developed by the researcher, were used. In order to determine preservice teachers' Epistemological beliefs, "Epistemological Beliefs Scale (EBS)" developed by Schommer (1990) and adopted in Turkish by Deryakulu and Buyukozturk (2002) was used. Data gathered in pilot and main study with developed instruments were analyzed with quantitative data analysis methods. For the validity and reliability of the instruments TAP item analysis program and for the inferential statistical analysis SPSS 24 software were used. For the advanced statistical techniques required in the path analysis, AMOS 21 and LISREL 8.7 were used. Data collected as part of the research were analyzed with Structural Equation Modelling (SEM). 12 hypotheses were constructed for the test model, developed based on theoretical knowledge, and 8 other models, developed as an alternative to the test model. After the research was conducted, 5 out of 12 hypotheses were accepted, and 7 of them were rejected. As a result of the path analysis, it was observed that the variables "belief of learning depends on effort" and "belief of learning depends on ability" with significantly predicted the variable of attitute of preservice science teachers. In addition, it was observed that preservice science teachers' both attitude towards organ transplantation and donation and knowledge levels about organ transplantation and donation with argumantation skills were significantly positively predicted. In addition, the belief of learning depends on effort influences argumentation skills indirectly, mediated by attitude towards organ transplantation and donation. All variables in the final model altogether explains about 21% of the variance of argumentation skills. As a result of the analysis of the model, set by this research, using Structural Equation Modelling, "belief of learning depends on effort", "belief of learning depends on ability" knowledge levels about organ transplantation and donation and attitude towards organ transplantation and donation variables have a direct or indirect effect on preservice science teachers' argumentation skills.