Mathematics Teacher Candidates' Classroom Error Climate, Entrepreneurship and  Critical Thinking Beliefs

Authors

  • Solmaz Damla Gedik Altun nevşehir hacı bektaş veli university

DOI:

https://doi.org/10.47750/pegegog.14.04.39

Keywords:

error climate, Critical Thinking, Entrepreneurship

Abstract

In our age where information is rapidly developing and changing, there is a need for individuals who can propose different solutions to problems. In this context, learning from mistakes aims to raise creative, entrepreneurial and high-level thinking individuals in education. In this sense, the purpose of this study is to determine the relationship between error-based instruction in the classroom and both entrepreneurship and critical thinking. In the study, a relational design, which is one of the quantitative research methods, was used. The sample of the study consisted of 257 pre-service elementary mathematics teachers studying in mathematics education. Statistical Package for Social Sciences (SPSS-Version 22) was used to analyze the data. As a result of the analysis, it was revealed that there was a statistically significant relationship between teacher candidates' classroom error climate and entrepreneurship. As a result of the analysis, it was revealed that there was a statistically significant relationship between teacher candidates' classroom error climate and critical thinking.

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References

Steuer, G., & Dresel, M. (2015). A constructive error climate as an element of effective learning environments.Kalaç, S., Özkaya, M., & Konyalıoğlu, A. C. (2024). Mathematics Teachers' Experiences of Positive Error Climate. Journal of Qualitative Research in Education, (38), 1-23.

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Published

2024-07-01

How to Cite

Gedik Altun, S. D. (2024). Mathematics Teacher Candidates’ Classroom Error Climate, Entrepreneurship and  Critical Thinking Beliefs. Pegem Journal of Education and Instruction, 14(4), 410–420. https://doi.org/10.47750/pegegog.14.04.39