An analysis of social studies teachers’ epistemological beliefs and teaching styles in terms of several variables Sosyal bilgiler ögretmenlerinin epistemolojik inançlari ve ögretim stillerinin çesitli degiskenler açisindan incelenmesi

KAYA E., EKİCİ M.

Elementary Education Online, vol.16, no.2, pp.782-813, 2017 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 16 Issue: 2
  • Publication Date: 2017
  • Doi Number: 10.17051/ilkonline.2017.304735
  • Journal Name: Elementary Education Online
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.782-813
  • Keywords: Epistemological beliefs, Social studies education, Teaching styles
  • Anadolu University Affiliated: Yes

Abstract

© 2017, Ankara University. All rights reserved.As studies on individual differences increased, research on epistemological beliefs and learning & teaching styles has also grown. Accordingly, this study aimed determining the epistemological beliefs and teaching styles of social studies teachers and to analyze them across several variables. Employing survey model, this research utilized demographic information form and scales of epistemological beliefs and teaching styles. Participants were 202 Social Studies teachers. Data were analyzed on SPSS 20.0 software. Participants strongly believe that ‘Learning is Dependent on Effort’. There is no significant relation between epistemological beliefs and the variables. Most frequent styles are Facilitator, Personal Model, and Expert styles. Furthermore, significant relations were found between teaching styles and teachers’ seniority, the faculty of Bachelor’s degree, and the schools they worked for.