PRESERVICE TEACHERS' EPISTEMOLOGICAL BELIEFS IN PHYSICS, CHEMISTRY, AND BIOLOGY: A MIXED STUDY


Topcu M. S.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.11, ss.433-458, 2013 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 11 Konu: 2
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1007/s10763-012-9345-0
  • Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Sayfa Sayıları: ss.433-458

Özet

The purposes of the study were to assess preservice teachers' domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored three epistemological dimensions: certainty and simplicity of knowledge, justification for knowing, and source of knowledge. Both quantitative and qualitative results suggested that a domain-specific epistemological beliefs system is a valid model to describe preservice teachers' epistemological beliefs. In terms of epistemological beliefs, disciplinary differences in physics, chemistry, and biology were discussed in the last parts of the study.