Abstract
This research explores the relationship between scientific epistemological beliefs and educational philosophies of formation teacher candidates. The research was conducted in the summer pedagogical formation program at Balikesir University of Necatibey Education Faculty during the 2016-17 academic years. The research, conducted with 379 candidate teachers, indicates that teacher candidates hold a significantly high score in sub-dimensions of reasoning and in changeability of knowledge concerning scientific epistemological beliefs. The most adopted educational philosophies are progressive and reconstructionist philosophies of education. There is a significant difference between the viewpoints of teacher candidates in terms of gender in relation to both scientific epistemological beliefs and educational philosophies. Same difference also prevails between the teacher candidates' fields of study. Departmental difference is between Natural Sciences/Mathematics fields and Skill/Competence fields. The research has determined a low correlation between the teacher candidates' scientific epistemological beliefs and their educational philosophies. The research results support the results of the existing researches in the literature.
Highlights
Scientific epistemological beliefs reflect the views of the individuals pertaining to science, its qualities, methodologies, and the individual’s acquisition process
An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates be extracted from the material and concrete world via experiment in general and this knowledge is based on mathematics and sciences in particular, separated the two worlds of physical reality, and of values definitely
When the scientific epistemological beliefs are compared based on the fields of the formation teacher candidates (Table-3), a significant difference in opinion becomes apparent in the sub-dimensions of authority and accuracy (F=5.352; p
Summary
Scientific epistemological beliefs reflect the views of the individuals pertaining to science, its qualities, methodologies, and the individual’s acquisition process. An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates be extracted from the material and concrete world via experiment in general and this knowledge is based on mathematics and sciences in particular, separated the two worlds of physical reality (resextansa), and of values (rescogitas) definitely. This research has investigated the relationship between epistemological beliefs and philosophies of education within the context of formation teacher candidates. Conducting the research on the formation students from non-educational departments of different universities might provide generalization as this will manifest divergent views on the nature of science. Is there a significant correlation between the epistemological beliefs and educational philosophies of teacher candidates?
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