Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings
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Hacettepe University
Inonu University, Department of Elementary Education, Faculty of Education
Publication date: 2015-07-13
Corresponding author
Pınar Koseoglu   

Hacettepe University, Hacettepe University, Department of Secondary Science and Mathematics Education OFMAE, Beytepe/Ankar, 06800 Ankara, Turkey
EURASIA J. Math., Sci Tech. Ed 2015;11(4):751-763
The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings of definition of science and objectivity in science were negatively predicted by beliefs in inborn learning ability (ILA) and requirement for time in learning (RTL), while tentativeness was positively predicted by the same belief factors. Also, understandings of characteristics of scientific knowledge were positively predicted by beliefs in ILA and RTL, and hierarchy between laws and theories were negatively predicted by beliefs in ILA, RTL and development of learning ability with opportunity and support.
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