The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment
Saved in:
| Title: | The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment |
|---|---|
| Language: | English |
| Authors: | Saylan, Asli, Armagan, Fulya Öner, Bektas, Oktay |
| Source: | European Journal of Science and Mathematics Education. 2016 4(2):251-267. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Science Teachers, Student Teacher Attitudes, Beliefs, Epistemology, Knowledge Level, Constructivism (Learning), Preferences, Educational Environment, Likert Scales, Questionnaires, Surveys, Statistical Analysis, Correlation, Science Education |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey |
| ISSN: | 2301-251X |
| Abstract: | The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending seven public universities in Turkey. For data analysis, the Statistical Package for Social Sciences 20 program was used and correlation analysis was conducted to investigate the relationship between the participants' epistemological beliefs and perceptions of a constructivist learning environment. Also, descriptive analysis was conducted to determine their epistemological beliefs and perceptions of a constructivist learning environment. The results showed that the more sophisticated epistemological beliefs the participants have, the more constructivist learning environments they prefer, and positive/negative relationships were found among subscales of the two scales. Moreover, the results revealed that pre-service science teachers have relatively sophisticated epistemological beliefs, and generally prefer more constructivist learning environments. The implications were discussed. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2016 |
| Accession Number: | EJ1107826 |
| Database: | ERIC |
| Abstract: | The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending seven public universities in Turkey. For data analysis, the Statistical Package for Social Sciences 20 program was used and correlation analysis was conducted to investigate the relationship between the participants' epistemological beliefs and perceptions of a constructivist learning environment. Also, descriptive analysis was conducted to determine their epistemological beliefs and perceptions of a constructivist learning environment. The results showed that the more sophisticated epistemological beliefs the participants have, the more constructivist learning environments they prefer, and positive/negative relationships were found among subscales of the two scales. Moreover, the results revealed that pre-service science teachers have relatively sophisticated epistemological beliefs, and generally prefer more constructivist learning environments. The implications were discussed. |
|---|---|
| ISSN: | 2301-251X |
