EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS

TitleEXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS
Publication TypeJournal Article
Year of Publication2014
AuthorsBahcivan, E
JournalJournal of Baltic Science Education
Volume13
Issue6
Start Page870–882
PaginationContinuous
Date PublishedDecember/2014
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1132997
Keywordsconceptions of learning and teaching, science teaching efficacy beliefs, Structural Equation Modeling
Abstract

This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants’ science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results.

URLhttp://oaji.net/articles/2015/987-1450982726.pdf
DOI10.33225/jbse/14.13.870
Refereed DesignationRefereed
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