Examination of pre-service teachers’ epistemological beliefs in terms of multiple variables.
Yazarlar (1)
Prof. Dr. Tezcan KARTAL Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | Journal of Kırşehir Education Faculty | ||
| Makale Dili | – | Basım Tarihi | 01-2021 |
| Cilt / Sayı / Sayfa | 22 / 3 / 2036–2069 | DOI | – |
| Makale Linki | https://unis.ahievran.edu.tr/app_files/2025/12/Yayin_Pdf_23931_74f56c57.pdf | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| The beliefs underlying the basis of learning and the factors influencing these beliefs have sparked the interest of recent research (Schommer-Aikins, Duell, and Baker, 2003; Chan, 2011; Kırmızıgül and Bektaş, 2019). Epistemology is the most commonly used concept in examining the structures that form the basis of knowledge and scientific knowledge and is generally considered a field of philosophy that examines the science of knowledge. The nature, rationale, and limitations of knowledge are related to epistemology that focuses mainly on what knowledge is and how it is acquired (Deryakulu, 2004). These points are at the center of classical philosophy and have formed the basis of much research. It is seen that studies regarding epistemology deal with knowledge and knowledge acquisition. Hofer (2001) defines epistemological beliefs as beliefs about knowledge and knowing, and Hammer and Elby (2002) argue that epistemological beliefs include the nature of knowing and learning. Beliefs about certainty, knowledge organization, knowledge acquisition and justification of knowledge are the main focus points of the research (Hofer and Pintrich, 1997; Schommer, 1998). Briefly, epistemological beliefs are about knowledge and knowing (Chan and Elliott, 2004).Hofer and Pintrich (1997) argued that the basis of epistemological beliefs consists of beliefs about the nature of knowledge and science. Some of the points typically included in epistemological belief studies are beliefs about the definition of knowledge, how knowledge is acquired, how knowledge is evaluated, where knowledge exists, and how knowing occurs (Hofer and Pintrich, 1997 … |
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