PRESERVICE TEACHERS' EPISTEMOLOGICAL BELIEFS IN PHYSICS, CHEMISTRY, AND BIOLOGY: A MIXED STUDY
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.11, sa.2, ss.433-458, 2013 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 2
- Basım Tarihi: 2013
- Doi Numarası: 10.1007/s10763-012-9345-0
- Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.433-458
- Yıldız Teknik Üniversitesi Adresli: Hayır
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.