Pre-service science teachers’ teaching beliefs: esponding to ‘which’, ‘how’ and ‘why’ questions

Basit Öğe Kaydı
dc.authorid0000-0003-1783-2279
dc.authorid0000-0001-5621-3302
dc.contributor.authorBahçivan, Eralp
dc.contributor.authorAydın, Yasin
dc.date.accessioned2021-06-23T18:57:21Z
dc.date.available2021-06-23T18:57:21Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü
dc.description.abstractThis study was conducted to explore a comprehensive belief system model of pre-service science teachers’ (PSTs’) beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs’ depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST’s beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented.en_US
dc.description.sponsorshipAbant Izzet Baysal Üniversitesi, AIBÜ: 2017.02.04.1149en_US
dc.description.sponsorshipThis study is a part of Scientific Research Project supported by Bolu Abant Izzet Baysal University. Grant Number: 2017.02.04.1149en_US
dc.identifier.doi10.1080/01626620.2019.1650842
dc.identifier.endpage136en_US
dc.identifier.issn0162-6620
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85071050101en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage120en_US
dc.identifier.urihttps://doi.org/10.1080/01626620.2019.1650842
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5176
dc.identifier.volume42en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçivan, Eralp
dc.institutionauthorAydın, Yasin
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofAction in Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBelief Systemsen_US
dc.subjectConceptions of Teaching and Learningen_US
dc.subjectDepressive Beliefsen_US
dc.subjectEpistemological Beliefsen_US
dc.subjectPre-service Science Teachersen_US
dc.titlePre-service science teachers’ teaching beliefs: esponding to ‘which’, ‘how’ and ‘why’ questionsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
eralp-bahcivan.pdf
Boyut:
1.87 MB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/ Full text
İndir

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
Eğitim Bilimleri Bölümü Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu