Abstract
This research study examined “prospective elementary science teachers’ epistemological beliefs”. Forty-nine prospective elementary science teachers participated into research. The research was designed in both quantitative and qualitative manner, within the context of “Special Methods in Science Teaching I” course. Participants’ epistemological beliefs were determined by administering “Scientific Epistemological Beliefs Scale” of Pomeroy (1993). Observation of in-class discussions, interview with students and document analysis were the three sources of data used in data triangulation part of the qualitative piece of the study. Data analysis indicated that prospective elementary science teachers were “traditional” according to the epistemological beliefs they hold.
Published Version
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