The Analysis of the Relationship Between Teaching/Learning Conceptions and Reflective Thinking in Physical Education Teacher Candidates
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates’ personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it