A mixed research-based model for pre-service science teachers' digital literacy: Responses to "which beliefs" and "how and why they interact" questions

Basit Öğe Kaydı
dc.authorid0000-0001-5621-3302en_US
dc.contributor.authorGüneş, Erhan
dc.contributor.authorBahçivan, Eralp
dc.date.accessioned2021-06-23T19:49:53Z
dc.date.available2021-06-23T19:49:53Z
dc.date.issued2018
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL). The aim of the study was to investigate the structural relations among pre-service science teachers' SEBs, COTL and digital literacy skills and to determine the reasons for these relations. First, quantitative research was conducted to examine the structural relations among the variables, using structural equation modeling analysis on the data gathered from 979 pre-service science teachers. Next, qualitative research investigated the reasons for these relations. Thus, the study has a sequential explanatory research design. The findings of the study showed that pre-service science teachers' SEBs affected their constructivist conceptions positively. On the other hand, their SEBs were related to their traditional conceptions negatively. In addition, pre-service teachers' COTL contribute more positively to their digital literacy skills if they hold constructivist conceptions. The previous experiences of pre-service science teachers were also found to affect their beliefs and digital literacy skills. The findings contribute to the educational literature by focusing on the relationships among pre-service science teachers' SEBs, COLT and digital literacy, which is one of the most important 21st century skills, in the context of pre-service science teachers' belief systems.en_US
dc.identifier.doi10.1016/j.compedu.2017.11.012
dc.identifier.endpage106en_US
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.scopus2-s2.0-85036654702en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage96en_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2017.11.012
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9642
dc.identifier.volume118en_US
dc.identifier.wosWOS:000424171100008en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçivan, Eralp
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofComputers & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDigital Literacyen_US
dc.subjectTeaching-learning Conceptionsen_US
dc.subjectScientific Epistemological Beliefsen_US
dc.subjectBelief Systemen_US
dc.titleA mixed research-based model for pre-service science teachers' digital literacy: Responses to "which beliefs" and "how and why they interact" questionsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
erhan-gunes.pdf
Boyut:
376.27 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu