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


Topcu M. S.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, vol.11, no.2, pp.433-458, 2013 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 2
  • Publication Date: 2013
  • Doi Number: 10.1007/s10763-012-9345-0
  • Title of Journal : INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Page Numbers: pp.433-458

Abstract

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.