Relationships among Preservice Science Teachers' Epistemological Beliefs, Epistemological World Views, and Self-Efficacy Beliefs

Autor/inn/en	Yilmaz-Tuzun, Ozgul; Topcu, Mustafa Sami
Titel	Relationships among Preservice Science Teachers' Epistemological Beliefs, Epistemological World Views, and Self-Efficacy Beliefs
Quelle	In: International Journal of Science Education, 30 (2008) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Elementary School Science; World Views; Self Efficacy; Predictor Variables; Scientific Concepts; Multiple Regression Analysis; Factor Analysis; Science Teachers; Science Instruction; Teaching Methods; Preservice Teachers; Student Attitudes; Epistemology; Measures (Individuals); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Self-efficacy; Selbstwirksamkeit; Prädiktor; Faktorenanalyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Erkenntnistheorie; Messdaten; Ausland; Türkei
Abstract	This study discusses preservice elementary science teachers' (PSTs) epistemological beliefs and the relationships among their epistemological beliefs, epistemological world views, and self-efficacy beliefs. Four hundred and twenty-nine PSTs who were enrolled in five large universities completed the Schommer Epistemological Questionnaire (SEQ), the Epistemological World Views Scale, and the Science Teaching Efficacy Belief Instrument. Factor analysis results revealed four factors for the SEQ. These factors were Innate Ability, Simple Knowledge, Certain Knowledge, and Omniscient authority. Multiple regression analysis suggests that for "Innate Ability" factor scores, three of the predictor variables--self-efficacy, outcome expectancy, and world view--contributed significantly to the model. For "Simple Knowledge," only one predictor variable--epistemological world view--contributed significantly to the model. For "Certain Knowledge" factor scores, only one predictor variable--outcome expectancy--contributed significantly to the model. None of the predictor variables significantly contributed to the "Omniscient Authority" factor scores. Results revealed that in Turkish culture, PSTs' epistemological beliefs support the multidimensional theory. In addition, while PSTs developed more sophisticated beliefs in some of the SEQ dimensions, they had less sophisticated beliefs in other dimensions. Also PSTs indicated that, when they want to teach science with student-centered methods, they believed that they would be successful only if their students memorize the scientific concepts and facts. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10