2015
DOI: 10.12973/eurasia.2015.1383a
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Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Abstract: The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and objectivity in science were negatively predicted by beliefs in inborn learning ability (ILA) and requirement for time in learning (RTL), while understandings about tenta… Show more

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Cited by 7 publications
(7 citation statements)
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“…What is the basis, and what is the threshold, for qualifying and defending our private and public understandings as “knowledge”? There is a substantial body of work on epistemology related to science education that primarily dates back to Hofer and Pintrich ( 1997 ), Perry ( 1970 ), and Schommer ( 1990 ), including more recent work specifically addressing both epistemological belief and views of the nature of science (e.g., Cho et al, 2011 ; Huling, 2014 ; Koseoglu & Köksal, 2015 ).…”
Section: Discussionmentioning
confidence: 99%
“…What is the basis, and what is the threshold, for qualifying and defending our private and public understandings as “knowledge”? There is a substantial body of work on epistemology related to science education that primarily dates back to Hofer and Pintrich ( 1997 ), Perry ( 1970 ), and Schommer ( 1990 ), including more recent work specifically addressing both epistemological belief and views of the nature of science (e.g., Cho et al, 2011 ; Huling, 2014 ; Koseoglu & Köksal, 2015 ).…”
Section: Discussionmentioning
confidence: 99%
“…The nature of science is the understanding of science as knowledge, processes, attitudes, and social change [9]. The fact of science as such knowledge is durable, unabsolutely or uncertainly [10]. In addition science knowledge is tentative because the subject of knowledge changes with the discovery of the latest facts [9][10][11][12][13].…”
Section: Introductionmentioning
confidence: 99%
“…The fact of science as such knowledge is durable, unabsolutely or uncertainly [10]. In addition science knowledge is tentative because the subject of knowledge changes with the discovery of the latest facts [9][10][11][12][13].…”
Section: Introductionmentioning
confidence: 99%
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“…The studies on topics such as the effects of cognitive and motivational factors on success (Sadi & Çakıroğlu, 2014;Demir, Öztürk & Dökme, 2012;Reyes et.al, 2012;Henning & Shulruf, 2011), metacognition (Whitebread et.al., 2009;Topcu&Tüzün, 2009), learning approaches (Chiou et al, 2012;Bliuc et al, 2011), scientific epistemological beliefs (Sadi & Uyar, 2015;Köseoğlu & Köksal, 2015;Tümkaya, 2012;Liang & Tsai, 2010), learning conceptions and strategies (Sadi & Lee, 2015;Chiou, Liang & Tsai, 2012;Tsai, 2004;Dart et al, 2000;Schommer, 1998;Pillay et al, 2000) have drawn attention lately. Educational researchers have emphasized that students" individual characteristics such as conceptions of learning, their beliefs about learning, their self-discipline skills and their locus of control orientation might affect their learning approaches, learning strategies, and consequently, their academic achievement (Hofer &Pintrich 1997, Schommer, 1998Dart et al, 2000;Pillay et al, 2000).…”
Section: Introductionmentioning
confidence: 99%