ERIC Number: EJ998212
Record Type: Journal
Publication Date: 2013-Apr
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Preservice Teachers' Epistemological Beliefs in Physics, Chemistry, and Biology: A Mixed Study
Topcu, Mustafa Sami
International Journal of Science and Mathematics Education, v11 n2 p433-458 Apr 2013
The purposes of the study were to assess preservice teachers' domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored three epistemological dimensions: certainty and simplicity of knowledge, justification for knowing, and source of knowledge. Both quantitative and qualitative results suggested that a domain-specific epistemological beliefs system is a valid model to describe preservice teachers' epistemological beliefs. In terms of epistemological beliefs, disciplinary differences in physics, chemistry, and biology were discussed in the last parts of the study.
Descriptors: Preservice Teachers, Epistemology, Beliefs, Physics, Chemistry, Biology, Mixed Methods Research
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A