Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Autor/inn/en	Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami
Titel	Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 5, S.515-534 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Preservice Teachers; Elementary Education; Epistemology; Beliefs; Learning Strategies; Science Instruction; Questionnaires; Multiple Regression Analysis; Teaching Methods; Teaching Styles; Student Teacher Attitudes; Predictor Variables; Cognitive Style; Foreign Countries; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Elementarunterricht; Erkenntnistheorie; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Prädiktor; Cognitive styles; Kognitiver Stil; Ausland; Likert-Skala; Türkei
Abstract	The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School Physics Teachers' Conceptions of Teaching (Gao & Watkins, 2002), the Epistemic Belief Inventory (Schraw, Bendixen, & Dunkle, 2002), and the Conceptions of Learning Science and the Approaches to Learning Science questionnaires (Lee, Johanson, & Tsai, 2008). Step-wise multiple regression analyses indicated that the teacher-centered/moulding orientation to teaching science was mostly predicted by unfruitful learning approaches, naïve epistemological beliefs, and traditional learning conceptions in science. On the other hand, the student-centered/cultivating orientation to teaching science was mostly explained by constructivist learning conceptions in science. These findings suggest that epistemological beliefs, learning approaches, and learning conceptions are important factors in the genesis of conceptions of teaching science. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01