International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(4) 155-170

An Examination of the Relationships Between Pre-Service Teachers’ Epistemological Beliefs and Types of Multiple Intelligence

Metin Şardağ, Mustafa Tüysüz, Alper Durukan & Mustafa Gök

pp. 155 - 170   |  DOI: https://doi.org/10.29329/ijpe.2021.366.10   |  Manu. Number: MANU-2101-26-0001.R1

Published online: August 08, 2021  |   Number of Views: 154  |  Number of Download: 711

Save PDF

Abstract

In the literature, there are studies that separately tackled with how the epistemological beliefs and multiple domains of intelligence of the individuals have developed through their experiences. However, no study has investigated the relationship between them. Consequently, this study aims to investigate the pre-service science, elementary mathematics and classroom teachers' epistemological beliefs, their Multiple Intelligence (MI) domains, and the relationship between these. The sample of this descriptive survey study consists of 457 pre-service teachers (PSTs) in total. The data is collected through the ‘Multiple Intelligence Inventory’ and ‘Epistemological Beliefs Questionnaire’. One-way ANOVA and Pearson correlation coefficient were used for data analysis. Findings revealed statistically significant differences in the MI domains and epistemological belief dimensions (EBDs) in terms of the branches of PSTs. Also, there is a significant relationship between some MI domains and some EBDs in terms of PST’s branches. In addition to these, the findings imply that the cultures, structures, implicit and explicit rules, adaptation strategies and the content that are imposed by each branch influences this relationship between MI and EBDs.

Keywords: Pre-Service Teachers, Teacher Training, Epistemological Beliefs, Multiple Intelligence

How to Cite this Article?

APA 6th edition
Sardag, M., Tuysuz, M., Durukan, A. & Gok, M. (2021). An Examination of the Relationships Between Pre-Service Teachers’ Epistemological Beliefs and Types of Multiple Intelligence . International Journal of Progressive Education, 17(4), 155-170. doi: 10.29329/ijpe.2021.366.10

Harvard
Sardag, M., Tuysuz, M., Durukan, A. and Gok, M. (2021). An Examination of the Relationships Between Pre-Service Teachers’ Epistemological Beliefs and Types of Multiple Intelligence . International Journal of Progressive Education, 17(4), pp. 155-170.

Chicago 16th edition
Sardag, Metin, Mustafa Tuysuz, Alper Durukan and Mustafa Gok (2021). "An Examination of the Relationships Between Pre-Service Teachers’ Epistemological Beliefs and Types of Multiple Intelligence ". International Journal of Progressive Education 17 (4):155-170. doi:10.29329/ijpe.2021.366.10.
References
  1. Aksan, N. (2006). The relationship between epistemological beliefs and the problem solving skills of college students. (Unpublished Master Thesis), Çanakkale Onsekiz Mart University, Çanakkale, Turkey [Google Scholar]
  2. Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi [Adaptation of epistemological beliefs questionnaire in Turkish and investigation of pre-service teachers’ beliefs]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15. [Google Scholar]
  3. Baş, F., & Özturan-Sağırlı, M. (2017). A content analysis of the articles on metacognition in education in Turkey. Education and Science, 42(192), 1-33. Doi: 10.15390/EB.2017.7115 [Google Scholar]
  4. Bosch, M., Hausberger, T., Hochmuth, R., Kondratieva, M., & Winsløw, C. (2021). External didactic transposition in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 7(1), 140-162. Doi: 10.1007/s40753-020-00132-7 [Google Scholar]
  5. Braten, I., & Stromso, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539-565. Doi: 10.1348/000709905X25067 [Google Scholar]
  6. Brousseau, G. (2002). Theory of didactical situations in mathematics. In N. Balacheff, M. Cooper, R. Sutherland & V. Warfield (Eds). (pp. 15-45). Dordrecht, The Netherlands: Kluwer Academic. [Google Scholar]
  7. Buehl, M. (2003). At the crossroads of epistemology and motivation: Modeling the relations between students' domain-specific epistemological beliefs, achievement motivation, and task performance. Maryland University. ABD. [Google Scholar]
  8. Burton, D. M. (2011). The history of mathematics: An introduction (7th edition). New York: McGraw-Hill. [Google Scholar]
  9. Can, B., & Arabacıoğlu, S. (2009). The observation of the teacher candidates’ epistemological beliefs according to some variables. Procedia - Social and Behavioral Sciences, 1(1), 2799-2803. Doi: 10.1016/j.sbspro.2009.01.497 [Google Scholar]
  10. Çeliköz, M. (2017). Multiple intelligence distribution of prospective teachers: The case at Yildiz Technical University. Journal of Education and Practice, 8(2), 206-215. [Google Scholar]
  11. Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285-298. Doi:10.1080/09523980600926242 [Google Scholar]
  12. Chevallard, Y. (2019). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education, 12, 71-114. [Google Scholar]
  13. Chevallard, Y., & Sensevy, G. (2014). Anthropological approaches in mathematics education, French perspectives. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 38–43). New York: Springer. [Google Scholar]
  14. CoHE. (2018a). Sınıf öğretmenliği lisans program [Classroom teaching undergraduate program]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf  [Google Scholar]
  15. CoHE. (2018b). Öğretmen yetiştirme lisans programları [Teacher training undergraduate programs]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf  [Google Scholar]
  16. CoHE. (2018c). Fen bilgisi öğretmenliği lisans programı [Science education undergraduate program]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf  [Google Scholar]
  17. CoHE. (2018d). İlköğretim matematik öğretmenliği lisans programı [Elementary mathematics teaching undergraduate program]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ilkogretim_Matematik_Lisans_Programi.pdf  [Google Scholar]
  18. Demir, S., & Akinoglu, O. (2010). Epistemological beliefs in teaching learning processes. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 32, 75-93. [Google Scholar]
  19. Demirel, Ö. (2000). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  20. Deryakulu, D., & Büyüköztürk, Ş. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 57-70. [Google Scholar]
  21. Doğan, Y., & Alkış, S. (2007). The views of classroom teacher trainees on benefiting from multiple intelligences in social studies classes. Journal of Uludag University Faculty of Education, 20(2), 327-339. [Google Scholar]
  22. Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59. Doi: 10.1016/j.cedpsych.2004.01.007 [Google Scholar]
  23. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. Doi: 10.1037/0033-295X.95.2.256 [Google Scholar]
  24. Eick, C. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Journal of Science Education, 4(3), 1-9.  [Google Scholar]
  25. Erdem, D., & Keklik, I. (2020). Multiple intelligences profiles in prospective teachers. Education Reform Journal, 5(1), 27-44. Doi: 10.22596/erj2020.05.01.27.44  [Google Scholar]
  26. Eroğlu, S. E., & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi [Examination of university students' epistemological beliefs in terms of some variables], Selçuk University the Journal of Institute of Social Sciences, 16, 295-312.  [Google Scholar]
  27. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Eighth ed.): McGraw-Hill Higher Education. [Google Scholar]
  28. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY, US: Basic Books. [Google Scholar]
  29. Yalmanci, S. G., & Gozum, A. I. C. (2013). The effects of multiple intelligence theory based teaching on students’ achievement and retention of knowledge (example of the enzymes subject). International Journal on New Trends in Education and Their Implications, 4(3), 27-36. [Google Scholar]
  30. Gracious, F. L. A., & Shyla, F. L. J. A. (2012). Multiple intelligence and digital learning awareness of prospective B.Ed. teachers. Turkish Online Journal of Distance Education, 13(2), 112-118.  [Google Scholar]
  31. Güneş, G., & Gökçek, T. (2010). A case study on the graduate students' multiple intelligence types. Elementary Education Online, 9(2), 459-473. [Google Scholar]
  32. Gürçay, D., & Eryılmaz, A. (2005). Çoklu zeka alanlarına dayalı öğretimin fizik başarısına etkisi [The effect of multiple intelligences based instruction on students’ physics achievement]. Hacettepe University Journal of Education, 29(29), 103-109. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7809/102454 [Google Scholar]
  33. Güveli, E., İpek, A. S., Atasoy, E., & Güveli, H. (2011). Prospective primary teachers’ metaphorical perceptions towards mathematics. Turkish Journal of Computer and Mathematics Education, 2(2), 140-159. [Google Scholar]
  34. Hamurcu, H., Günay, Y., & Özyılmaz, G. (2002). Buca Eğitim fakültesi fen bilgisi ve sınıf öğretmenliği bölümü öğrencilerinin çoklu zeka kuramına dayalı profilleri [Profiles of Buca Education faculty science and classroom teaching department students based on multiple intelligence theory], V. Ulusal Fen ve Matematik Eğitimi Sempozyumu Bildiriler Kitabı, Cilt I, 415-421. [Google Scholar]
  35. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405. Doi: 10.1006/ceps.1999.1026 [Google Scholar]
  36. Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353-83. Doi: 10.1023/A:1011965830686. [Google Scholar]
  37. Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 3-14). Mahwah, NJ: Lawrence Erlbaum. [Google Scholar]
  38. Jehng, J.-C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students′ epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23-35. Doi: 10.1006/ceps.1993.1004 [Google Scholar]
  39. Kaya, E., & Ekiçi, M. (2017). An analysis of social studies teachers’ epistemological beliefs and teaching styles in terms of several variables. Elementary Education Online, 16(2), 782-813. Doi: 10.17051/ilkonline.2017.304735 [Google Scholar]
  40. Koç, S., & Memduhoğlu, H. B. (2017). Epistemological beliefs of preservice teachers: a mixed method study. Electronic Journal of Social Sciences, 16(60), 119-134. Doi: 10.17755/esosder.289655 [Google Scholar]
  41. Lawrence, A. A. S. (2014). Multiple intelligence of prospective teachers. International Educational E-Journal, 3(2), 112-118. [Google Scholar]
  42. Lindblom-Ylanne, S., & Lonka, K. (1999). Individual ways of interacting with the learning environment – Are they related to study success? Learning and Instruction, 9(1), 1-18.  [Google Scholar]
  43. Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29(2), 103-128. Doi:10.1016/j.cedpsych.2004.01.001 [Google Scholar]
  44. McKenzie, W. (1999). Multiple intelligences survey. Retrieved from http://surfaquarium. com/MI. MIinvent. htm. [Google Scholar]
  45. Ocak, G., Ocak, D., & Leblebiciler, N. (2005). Eğitim fakültesi öğrencilerinin çoklu zekâ çeşitleri ve bölüm puan türleri [Multiple intelligence and department score types of education faculty students], XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, Denizli, 989-994. [Google Scholar]
  46. Oral, B. (2001). An investigation of university students’ intelligences categories according to their fields of study. Education and Science, 26(122), 19-31.  [Google Scholar]
  47. Päuler-Kuppinger, L., & Jucks, R. (2017). Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains. Active Learning in Higher Education, 18(1), 63-76. Doi: 10.1177/1469787417693507 [Google Scholar]
  48. Peffer, M. E., & Ramezani, N. (2019). Assessing epistemological beliefs of experts and novices via practices in authentic science inquiry. International Journal of STEM Education, 6(3), 1-23. Doi: 10.1186/s40594-018-0157-9  [Google Scholar]
  49. Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95(4), 667- 686. Doi: 10.1037/0022-0663.95.4.667 [Google Scholar]
  50. Saban, A. (2002). Çoklu zeka teorisi ve eğitim [Multiple intelligence theory and education]. Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  51. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. DOI: 10.1037/0022-0663.82.3.498 [Google Scholar]
  52. Schommer-Aikins, M., & Easter, M. (2006). Ways of knowing and epistemological beliefs: Combined effect on academic performance. Educational Psychology, 26(3), 411-423. Doi: 10.1080/01443410500341304  [Google Scholar]
  53. Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13(4), 451-464. Doi: 10.1023/A:1011922015665 [Google Scholar]
  54. Skjelstad Fredagsvik, M. (2021) The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with students. Research in Science & Technological Education, 1-17. Doi: 10.1080/02635143.2021.1898359 [Google Scholar]
  55. Tanrıseven-Üredi, I., & Üredi, L. (2009). Yapılandırmacı öğrenme ortamı üzerinde etkili olabilecek bir değişken: Öğretim stili tercihi [A variable that may have an impact on the constructivist learning environment: Teaching style preference]. E-Journal of New World Sciences Academy, 4(4), 1171–1185. Retrieved from https://dergipark.org.tr/en/pub/nwsaedu/issue/19826/212384 [Google Scholar]
  56. Terzi, A. R. (2005). A research on scientific epistemological beliefs of university students. Afyon Kocatepe University Journal of Social Science, 7(2), 288-311. [Google Scholar]
  57. Tümkaya, S. (2012). The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles. Educational Sciences: Theory and Practice, 12(1), 75-95. [Google Scholar]
  58. Ünal, G., & Akpınar, E. (2006). To what extent science teachers are constructivist in their classrooms. Journal of Baltic Science Education, 2(10), 40-50. [Google Scholar]
  59. Yenilmez, K., & Bozkurt, E. (2006). Matematik eğitiminde çoklu zekâ kuramına yönelik öğretmen düşünceleri [Teacher's thoughts on the theory of multiple intelligences in mathematics education]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12, 90-103. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 4

August 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.