INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS

Epistemological beliefs reflect the views of individuals in terms of what they believe knowledge is, what the validity and reliability of knowledge is and how it is produced and shared. The aim of this study was to examine the epistemological beliefs of pre-service science and classroom teachers in...

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Autores principales:	Sibel KAHRAMAN, Gülşah GÜRKAN, Bilgi Başak ÖZGÜN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	epistemological bliefs science teachers clasroom teachers preservice teacher Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/3da682176e8b4301af2530097030ba98
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spelling	oai:doaj.org-article:3da682176e8b4301af2530097030ba982021-11-24T09:20:43ZINVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS2148-416310.9761/JASSS7418https://doaj.org/article/3da682176e8b4301af2530097030ba982019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1402416282_9-Prof.%20Dr.%20Sibel%20Kahraman.pdf&key=28610https://doaj.org/toc/2148-4163Epistemological beliefs reflect the views of individuals in terms of what they believe knowledge is, what the validity and reliability of knowledge is and how it is produced and shared. The aim of this study was to examine the epistemological beliefs of pre-service science and classroom teachers in terms of class level, gender and department type. In this study, survey method was used. In this context, in order to determine epistemological beliefs of 107 preservice teachers (62 science teachers and 45 classroom teachers) that consist of participants, “Epistemological Belief Scale” were used developed by Schommer (1990) and adopted in Turkish by Deryakulu and Buyukozturk (2002). At the end of the study the epistemological belief level of the clasroom teachers and science teachers was found as high/developed (sophisticated) level in the factor of depends on effort learning and depends on the ability. In addition, the epistemological bilief level was found as low/undeveloped (naive) level in factor of only one truth exist. When the research was examined according to department, and class level variables, meaningful differences weren't found between variables. But, findings indicated that pre-service teachers’ epistemological beliefs differed based on gender in the factor of effort learning in favour of the female. As a result, this study found that candidate teachers held constructive epistemological beliefs based on total points.Sibel KAHRAMANGülşah GÜRKANBilgi Başak ÖZGÜNFırat Universityarticleepistemological bliefsscience teachersclasroom teacherspreservice teacherSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 63, Pp 141-154 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	epistemological bliefs science teachers clasroom teachers preservice teacher Social Sciences H Social sciences (General) H1-99
spellingShingle	epistemological bliefs science teachers clasroom teachers preservice teacher Social Sciences H Social sciences (General) H1-99 Sibel KAHRAMAN Gülşah GÜRKAN Bilgi Başak ÖZGÜN INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
description	Epistemological beliefs reflect the views of individuals in terms of what they believe knowledge is, what the validity and reliability of knowledge is and how it is produced and shared. The aim of this study was to examine the epistemological beliefs of pre-service science and classroom teachers in terms of class level, gender and department type. In this study, survey method was used. In this context, in order to determine epistemological beliefs of 107 preservice teachers (62 science teachers and 45 classroom teachers) that consist of participants, “Epistemological Belief Scale” were used developed by Schommer (1990) and adopted in Turkish by Deryakulu and Buyukozturk (2002). At the end of the study the epistemological belief level of the clasroom teachers and science teachers was found as high/developed (sophisticated) level in the factor of depends on effort learning and depends on the ability. In addition, the epistemological bilief level was found as low/undeveloped (naive) level in factor of only one truth exist. When the research was examined according to department, and class level variables, meaningful differences weren't found between variables. But, findings indicated that pre-service teachers’ epistemological beliefs differed based on gender in the factor of effort learning in favour of the female. As a result, this study found that candidate teachers held constructive epistemological beliefs based on total points.
format	article
author	Sibel KAHRAMAN Gülşah GÜRKAN Bilgi Başak ÖZGÜN
author_facet	Sibel KAHRAMAN Gülşah GÜRKAN Bilgi Başak ÖZGÜN
author_sort	Sibel KAHRAMAN
title	INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
title_short	INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
title_full	INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
title_fullStr	INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
title_full_unstemmed	INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS
title_sort	investigation of epistemological bliefs of preservice science and classroom teachers
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/3da682176e8b4301af2530097030ba98
work_keys_str_mv	AT sibelkahraman investigationofepistemologicalbliefsofpreservicescienceandclassroomteachers AT gulsahgurkan investigationofepistemologicalbliefsofpreservicescienceandclassroomteachers AT bilgibasakozgun investigationofepistemologicalbliefsofpreservicescienceandclassroomteachers
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INVESTIGATION OF EPISTEMOLOGICAL BLIEFS OF PRESERVICE SCIENCE AND CLASSROOM TEACHERS

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