Abstract

This study examines science, mathematics, and classroom teacher candidates' attitudes towards mistake-instant feedback. A total of 531 undergraduate students from different universities in Türkiye participated in the study. Mathematics and science teachers' attitude scale towards mistakes and instant feedback to mistakes (MST-AS) was used to collect data. Data analysis was conducted using descriptive statistics, t-tests, and ANOVA tests. A statistically significant difference between the external and internal attitude dimensions, along with the departments' overall attitude scores, was found. Based on a Tukey's Post Hoc test significant differences were determined between science and mathematics teacher candidates, and between mathematics and classroom teacher candidates in their overall scores, in favour of the science and classroom teacher candidates. The differences among the attitudes of the teacher candidates according to their grade level and achievement was not statistically significant. To better understand the attitudes of teacher candidates, more in-depth or longitudinal studies can be conducted on the variables correlated with high and low attitudes.

Keywords

References

• Baştürk, S. (2009). Pre-service teachers’ approaches to students’ errors relevant to the concept of absolute value. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 3(1), 174-194.
• Bedur, S. (2007). Communication of classroom teachers with their students [Unpublished master’s dissertation]. Suleyman Demirel University.
• Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill.
• Borasi, R. (1994). Capitalizing on errors as “Springboards for inquiry”: A teaching experiment. Journal for Research in Mathematics Education, 25(2), 166-208. https://doi.org/10.5951/jresematheduc.25.2.0166
• Brownlow, C. (2004). Statistical package for the social sciences explained. Routledge.
• Bybee, R. (2002). Scientific inquiry, student learning, and the science curriculum. National Science Teachers Association Press.
• Bybee, R. W., Taylor, A. J., Gardner, A., Van Scotteer P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E model: Origins, effectiveness, and applications. Colorado Springs.
• Campbell, M. A. (2000). The effects of the 5E learning cycle model on students’ understanding of force & motion concepts [Unpublished master’s dissertation]. University of Central Florida.
• Cengiz, E., & Ayvacı, H. Ş. (2017). Analyzing the feedback that secondary school science teachers provide for student errors that show up in their lessons. Journal of Turkish Science Education, 14(3), 109-124. https://doi.org/10.12973/tused.10207a
• Child, D. (2006). The essentials of factor analysis. Continuum International Publishing Group.
• Coştu, B., Alipaşa, A., & Ünal, S, (2007). Misconceptions about boiling and their possible reasons. Kastamonu Journal of Education, 15(1), 123-136.
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Sage.
• Çabakçor, B. Ö., Akşan, E., Öztürk, T. & Çimer, S. O. (2011). Types of feedback that were received and preferred by prospective primary mathematics teachers. Turkish Journal of Computer and Mathematics Education, 2(1), 46-68. https://doi.org/10.17762/turcomat.v2i1.23
• Eisenkraft, A. (2003). Expiring the 5E model. The Science Teacher, 70(6), 56-59.
• Erden, M. (1995). Attitudes of teacher candidates towards teaching certificate courses. Hacettepe University Journal of Education, 11(11), 99-104.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). McGraw-Hill Education.
• Gedik-Altun, S. D., & Konyalioglu, A. C. (2019). The Influence of mistake-handling activities on mathematics education: An example of definitions. European Journal of Educational Research, 8(2), 467-476. https://doi.org/10.12973/eu-jer.8.2.467
• Güven, İ. (2004). What is expected from the teacher for effective teaching? Journal of National Education, 164, 127-141.
• Haydar, H. N., Vatuk, S., & Angulo, N. (2009). Any right to get it wrong? Beginning urban teachers and students’ mathematical errors. In Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.) Proceedings of the Thirty First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1100-1106). PME-NA.
• Heinze, A. (2005). Mistake-handling activities in the mathematics classroom. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 3, pp. 105-112). PME.
• Heinze, A., & Reiss, K. (2007). Mistake-handling activities in the mathematics classroom: Effects of an in-service teacher training on students’ performance in geometry. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.), Proceedings of the 31^st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 9-16). PME.
• Hutcheson, G. D., & Sofroniou, N. (1999). The Multivariate social scientist: Introductory statistics using generalized linear models. Sage.
• Käfer, J., Kuger, S., Klieme, E., & Kunter, M. (2019). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34(4), 731-753. https://doi.org/10.1007/s10212-018-0408-7
• Krosnick, J. A., & Petty, R. E. (1995). Attitude strength: An overview. In R. E. Petty & J. A. Krosnick (Eds.), Ohio State University series on attitudes and persuasion, Vol. 4. Attitude strength: Antecedents and consequences (p. 1–24). Lawrence Erlbaum Associates, Inc.
• Memnun, D. S. (2008). Difficulties of learning probability concepts, the reasons why these concepts cannot be learned and suggestıons for solution. Inonu University Journal of the Faculty of Education, 9(15), 89-101.
• Odabaşı-Çimer, S., Bütüner, S. Ö. & Yiğit, N. (2010). An investigation of the types and qualities of teacher feedback. Journal of Uludag University Faculty of Education, 23(2), 505-516.
• Özkale, U. (2018). An investigation of the feedback strategies that the science teachers give in classroom environment [Unpublished master’s dissertation]. Mersin University, Türkiye.
• Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. Sage.
• Santagata, R. (2002). When student make mistake: Socialization practices in Italy and the United States [Unpublished doctoral dissertation]. University of California.
• Santagata, R. (2004). Are you joking or are you sleeping? Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies. Linguistics and Education, 15(1), 141-164. https://doi.org/10.1016/j.linged.2004.12.002
• Santagata, R. (2005). Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching and Teacher Education, 21(5), 491-508. https://doi.org/10.1016/j.tate.2005.03.004
• Santagata, R., & Stigler, J. W. (2000). Teaching mathematics: Italian lessons from a cross-cultural perspective. Mathematical Thinking and Learning, 2(3), 191-208. https://doi.org/10.1207/S15327833MTL0203_2
• Schleppenbach, M., Flevares, L. M., Sims, L. M., & Perry, M. (2007). Teachers’ responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147. https://doi.org/10.1086/525551
• Son, J., & Sinclair, N. (2010). How pre-service teachers interpret and respond to student geometric errors. School Science and Mathematics, 110(1), 31–46. https://doi.org/10.1111/j.1949-8594.2009.00005.x
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
• Türkdoğan, A. (2006). Pre-service classroom teachers learning out puts' investigations about equations and its graphics via the CBMT [Unpublished master's thesis], Karadeniz Technical University, Türkiye.
• Türkdoğan, A. (2011). The anatomy of mistake: Analytical investigation of students? Mistakes teachers? Feedbacks in the middle school mathematic classes [Unpublished doctoral thesis]. Karadeniz Technical University, Trabzon, Türkiye.
• Türkdoğan, A. (2020). Development of an attitude scale of mathematics and science teachers towards mistake and instant feedback to the mistake: A validity and reliability study. Asian Journal of Education and Training, 6(4), 642-650. https://doi.org/10.20448/journal.522.2020.64.642.650
• Türkdoğan, A., & Baki, A. (2012). Primary school second grade mathematic teachers’ feedback strategies to students’ mistakes. Ankara University Journal of Faculty of Educational Sciences, 45(2), 157-182. https://doi.org/10.1501/Egifak_0000001258
• Türkdoğan, A., & Yıldız, A. (2021). Attitudes of mathematics and science educators towards mistake and instant feedback. Journal of Turkish Science Education, 18(1), 105-117. https://doi.org/10.36681/tused.2021.55
• Türkdoğan, A., Baki, A. & Çepni, S. (2009). The anatomy of mistakes: Categorizing students’ mistakes in mathematics within learning theories. Turkish Journal of Computer and Mathematics Education, 1(1), 13-26.
• Ülgen, G. (1997). Education psychology. Alkim Publishing House.
• Watson, J. M. (2002). Inferential reasoning and the influence of cognitive conflict. Educational Studies in Mathematics, 51(3), 225-256. https://doi.org/10.1023/A:1023622017006
• Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4), 37-43. https://doi.org/10.3200/SATS.41.4.37-43
• Yaşar, Ş., & Anagün, Ş. S. (2009). Reliability and validity studies of the science and technology course scientific attitude scale. Journal of Turkish Science Education, 6(2), 43-54.
• Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Seçkin Publications.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.