Investigation of the preservice teachers  science-pseudoscience distinction and epistemological beliefs

Önal, Nagihan Tanık; Kirmizigül, Aslı Saylan

doi:10.33902/jpr.2021370582

Cited by 5 publications

(3 citation statements)

References 36 publications

(47 reference statements)

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“…When these answers, which are related to epistemological beliefs, are evaluated in general, they show that the participants have more naive epistemological beliefs about knowledge. When the literature is examined, it is seen that there are studies reporting results similar to the results obtained in the current study (Aslan, 2009;Doğan-Bora, 2005;Ryan and Aikenhead, 1992;Tanık Önal & Saylan Kırmızıgül, 2021).…”

Section: Discussion Conclusion Recommendationssupporting

confidence: 78%

Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

Önal

ERYAŞAR

2022

Journal of Teacher Education and Lifelong Learning

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The purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.

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Section: Discussion Conclusion Recommendationssupporting

confidence: 78%

Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

Önal

ERYAŞAR

2022

Journal of Teacher Education and Lifelong Learning

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“…Notably, these beliefs serve as a cognitive filter guiding the selection of topics and classroom engagements (Reichert et al, 2021). Consequently, the epistemological convictions held by teachers directly shape their pedagogical practices and, consequently, the learning trajectory of their students (Önal & Kirmizigül, 2021).…”

Section: Subjectsmentioning

confidence: 99%

An Exploration of Secondary School Science Teacher’s Epistemological Belief in Malang

Safitri,

Purwaningsih,

Munfaridah

et al. 2024

J. Pendidik. Sains

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The objective of this study is to delve into the epistemological convictions of secondary school science teachers in Malang across various tenures, namely senior teachers, junior teachers, and pre-service teachers. Employing an explanatory sequential design model, the research employs a mixed-method approach. Quantitative data, gathered through the administration of the Scientific Epistemology Beliefs Questionnaire (n = 30), are complemented by qualitative insights drawn from interviews with teachers (n = 6) concerning their epistemological orientations. Descriptive statistics and qualitative analyses, utilizing an a priori coding technique aligned with the study's conceptual framework, were conducted on the interview data. Quantitative analysis reveals a parity in the level of epistemological beliefs among teachers. However, qualitative examination unveils nuanced distinctions: senior teachers demonstrate transitional epistemological beliefs, while junior teachers and pre-service teachers exhibit traditional and instructive orientations, respectively. These findings hold significance for the enhancement of teachers' professional development in Malang, particularly in the domain of science pedagogy.

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“…In addition, instructional decisions and classroom interactions created by teachers also affect students' beliefs and attitudes towards learning physics [5]. Thus, the teacher's beliefs directly affect their behavior and teaching/learning process [6]. When examining the nature of beliefs, teachers' beliefs are viewed as a system [7].…”

Section: Introductionmentioning

confidence: 99%

An exploration of teachers' epistemological belief: A case from in-service and pre-service physics teachers in Bengkulu

Munfaridah,

Adiguna,

Purwaningsih

2023

KSS

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Epistemological belief is a belief, knowledge, and coaching value that is useful for creating a student learning environment to increase the belief and value system towards knowledge, learning, and teaching. However, there is a few explorations in the context of in-service and pre-service physics teacher. The aim of this study is to explore the epistemological beliefs of in-service and pre-service physics teachers based on their time period in teaching experience. This study used a mixed-method with a model explanatory sequential design. The quantitative data were collected through science epistemological belief questionnaires (n = 23) and the qualitative data were collected through interviews with teachers (n = 6) about their epistemological beliefs. Data were analyzed through descriptive statistic and a content analysis. The result from the quantitative data is that epistemological beliefs of in-service and preserving physics teachers are in a good category and the qualitative data showed that most of the in-service and pre-service teachers have epistemological beliefs on the transitional and instructive levels. The findings of this study can be considered in developing the teacher’s professionalism to have better physics classroom teaching and learning practice. Keywords: Epistemological Belief Physics Education In-service Teacher Pre-service Teacher

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Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

Cited by 5 publications

References 36 publications

Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

An Exploration of Secondary School Science Teacher’s Epistemological Belief in Malang

An exploration of teachers' epistemological belief: A case from in-service and pre-service physics teachers in Bengkulu

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