Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences

Aylin Çam

doi:10.12973/eurasia.2015.1351a

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Aylin Çam ¹ ^*

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¹ Muğla Sıtkı Koçman University, TURKEY
^* Corresponding Author

Abstract

The epistemological beliefs of pre-service teachers influence both their teaching experiences and their students’ content understanding. Little research has been devoted to the interaction between teachers’ epistemological beliefs and teaching practices (Schraw & Olafson, 2002). To address this gap, this study investigated primary pre-service teachers’ epistemological beliefs and their teaching and learning experiences, as well as how these relate to one another. The participants were 22 (13 females, 9 males) volunteer primary pre-service teachers. Data were collected from science learning histories, open-ended questionnaire on epistemological beliefs, classroom observation reports, lesson plans, and reflective diaries. The result showed that epistemological beliefs can be promoted by using teaching methods that focus on such beliefs.

Keywords

epistemological beliefs
pre-service teachers
science
teaching/learning experiences

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1351a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 2, pp. 381-390

Publication date: 12 Apr 2015

Article Views: 1100

Article Downloads: 486

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References

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How to cite this article

APA

Çam, A. (2015). Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 381-390. https://doi.org/10.12973/eurasia.2015.1351a

Vancouver

Çam A. Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences. EURASIA J Math Sci Tech Ed. 2015;11(2):381-90. https://doi.org/10.12973/eurasia.2015.1351a

AMA

Çam A. Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences. EURASIA J Math Sci Tech Ed. 2015;11(2), 381-390. https://doi.org/10.12973/eurasia.2015.1351a

Chicago

Çam, Aylin. "Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 2 (2015): 381-390. https://doi.org/10.12973/eurasia.2015.1351a

Harvard

Çam, A. (2015). Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), pp. 381-390. https://doi.org/10.12973/eurasia.2015.1351a

MLA

Çam, Aylin "Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 2, 2015, pp. 381-390. https://doi.org/10.12973/eurasia.2015.1351a