Investigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practice

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dc.authorid0000-0001-5621-3302en_US
dc.authorid0000-0002-0219-203X
dc.contributor.authorBahçivan, Eralp
dc.contributor.authorCobern, William W.
dc.date.accessioned2021-06-23T19:42:56Z
dc.date.available2021-06-23T19:42:56Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant's personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants' conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal.en_US
dc.identifier.doi10.14221/ajte.2016v41n10.5
dc.identifier.issn1835-517X
dc.identifier.issue10en_US
dc.identifier.scopus2-s2.0-85009388577en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.14221/ajte.2016v41n10.5
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8648
dc.identifier.volume41en_US
dc.identifier.wosWOS:000390881300005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçivan, Eralp
dc.language.isoenen_US
dc.publisherEdith Cowan Univen_US
dc.relation.ispartofAustralian Journal Of Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectscience teaching belief systemen_US
dc.subjectSelf-Construalen_US
dc.subjectEpistemological Beliefsen_US
dc.subjectConceptions of Teaching and Learningen_US
dc.subjectSelf-Efficacy Beliefsen_US
dc.subjectPedagogical Content Knowledgeen_US
dc.titleInvestigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practiceen_US
dc.typeArticleen_US

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