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1.
Mustafa Serdar Köksal 《Journal of Science Teacher Education》2011,22(7):661-677
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors
regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with
one another. Based on this relationship, the purpose of this study was to investigate the relationship between components
of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted
with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected
data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of
one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions
and implications of the study will be discussed. 相似文献
2.
The purpose of this study was to model the relationship between pre-service chemistry teachers’ epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers’ epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class. 相似文献
3.
This paper describes beliefs held about teaching and learning chemistry by Turkish teachers and student-teachers. The study investigated different aspects of pre-service and in-service teachers’ belief structures. Part of the study examined teachers’ overall beliefs, based on participants’ drawings of classroom situations. A qualitative evaluation was employed to offer information on (student-)teachers’ beliefs about classroom organisation, their beliefs about teaching objectives, and their stance on epistemological beliefs. Beliefs ranged from very traditional, teacher-centred ideas to modern, student-centred ones. Data evaluation was triangulated using a quantitative approach, which focused on whether beliefs were characterised by either teacher-centredness or learner-centredness. Additionally, a Likert questionnaire was used to evaluate the educators` beliefs about the nature of good education. The results for the group of participants are presented and compared. Implications for chemistry teacher education in Turkey will also be addressed. 相似文献
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Mustafa Sami Topcu 《欧洲师范教育杂志》2011,34(1):99-125
The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs. 相似文献
6.
本研究选取西藏地区353名中小学数学教师作为研究对象,通过问卷调查、访谈的方法,采用描述性统计、独立样本t检验和单因素方差分析等探索西藏中小学数学教师认识信念的现状和背景因素差异。研究发现:西藏中小学数学教师的数学认识信念总体上呈进步倾向,在教师自身认识信念上则存在显著的学校位置差异,并且职称对数学教师的数学认识信念、教龄对数学教师的学生信念、学历对数学教师的数学学习信念和数学教学信念均产生一定影响。 相似文献
7.
Lars Behrmann Elmar Souvignier 《European Journal of Psychology of Education - EJPE》2013,28(3):1023-1044
Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed. 相似文献
8.
乔明文 《渭南师范学院学报》2012,(8):90-94
信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。 相似文献
9.
Esen Uzuntiryaki Yezdan Boz Demet Kirbulut Oktay Bektas 《Research in Science Education》2010,40(3):403-424
This study aimed to explore pre-service chemistry teachers’ beliefs about constructivism and the influence of their beliefs
in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers
in order to understand their belief structures. Pre-service teachers’ beliefs about constructivism were classified in three
categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service
teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers
in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers’ beliefs
and their practice was not clear-cut. 相似文献
10.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. 相似文献
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The authors analyse epistemological beliefs and their relationship to the knowledge developed by students engaged in a reorganized programme of training for secondary school teachers in Quebec. They examine two contexts for initial training: the training in their discipline that university students follow, and the practical training students undertake in the school environment. Qualitative data were obtained through critical exploration (Piagetian) interviews with twelve pre-service teachers. These results made it possible to outline multiple epistemological postures, and to describe the tensions between the subject-related and practical aspects of initial training. In particular, based on an analysis of their epistemological beliefs and their relationship to knowledge, it would appear that pre-service teachers develop a less refined approach through practical training than they attain at university. Finally, the authors raise some issues concerning teacher training. 相似文献
13.
This study examines Turkish pre-service Information and Communication Technologies teachers’ educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed. 相似文献
14.
Maher Z. Hashweh 《科学教学研究杂志》1996,33(1):47-63
In recent years there has been a renewed interest in investigating teachers' beliefs in general, and science teachers' epistemological beliefs in particular. However, very few studies have investigated the effects of these epistemological beliefs in teaching. The purpose of this study was to test the hypotheses that teachers holding constructivist beliefs (a) are more likely to detect student alternative conceptions; (b) have a richer repertoire of teaching strategies; (c) use potentially more effective teaching strategies for inducing student conceptual change; (d) report more frequent use of effective teaching strategies: and (e) highly valuate these teaching strategies compared with teachers holding empiricist beliefs. Through the use of a three-part questionnaire consisting of critical incidents, direct questions about teacher strategies of conceptual change, and ratings of the use and importance of specific teaching strategies, data were obtained from 35 science teachers with different science backgrounds and teaching at different educational levels. Analysis of the data supported all five hypotheses. The findings are discussed in terms of their implications for further research. © 1996 John Wiley & Sons, Inc. 相似文献
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Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program 总被引：1，自引：0，他引：1
This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment. 相似文献
17.
Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability. 相似文献
18.
A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments. 相似文献
19.
Demirbag Mehmet Bahcivan Eralp 《European Journal of Psychology of Education - EJPE》2022,37(1):257-278
European Journal of Psychology of Education - This study was conducted to investigate the relationships among Turkish preservice science teachers’ argumentativeness, epistemological beliefs,... 相似文献
20.
Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.
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