The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment

How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs

“…Beliefs related to the nature of knowledge and learning are conceptualized as 'epistemological beliefs' (Schommer, 1990). Preliminary studies suggest results indicating that teachers' epistemological beliefs heavily influence processes of designing, conducting, directing, or evaluating classroom activities (Cam, 2015;Huang, 2014;Ismail, 2017;Saylan, Armagan and Bektas, 2016;Yousefzadeh and Azam, 2015). Kirschner (2009) states that epistemological beliefs can lead to the teacher's teaching styles and strategies and, in this respect, the teacher's personal teaching strategy is a unique reflection of his epistemological belief.…”

Learning to innovate : How to foster innovation competence in students of Built Environment at universities of applied sciences

“…In conclusion, the above-mentioned studies revealed a positive relationship between teachers' beliefs and their perceptions of a constructivist learning environment (Beck et al, 2000;Berliner, 2005;Savasci & Berlin, 2012;Saylan et al, 2016). In general, teachers also had positive perceptions of personal relevance, uncertainty, and student negotiation.…”

“…shown that the beliefs that teachers have about students affect their teaching practice (Bassett, 2004;Beck et al, 2000;Davis & Rimm, 1998;Saylan et al, 2016;Sternberg & Williams, 1996).…”

“…This is a good thing, because it displays teachers' confidence and beliefs about their own selfcompetence in terms of the required knowledge, skill and ability for developing students' innovation competence. The high level of teachers' creative self-efficacy also represents a large factor in teaching enactment (Beck et al, 2000;Davis & Rimm, 1998;den Brok et al, 2006;Saylan et al, 2016).…”

“…Such a teacher believes in the relevance of improving students' innovation competence and desires to make students become innovative through their teaching (Runco, 2007). Teachers' beliefs play a major role in their decisionmaking about curriculum and instructional tasks (Beck et al, 2000;Berliner, 2005;Saylan et al, 2016). Therefore, educational researchers have advocated the need for a closer examination and direct study of the relationship between teacher beliefs and classroom practice (Craft, 2005;Runco, 2007).…”