Preservice science teachers' belief systems about teaching a socioscientific ıssue

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dc.contributor.authorKılınç, Ahmet
dc.contributor.authorAfacan, Özlem
dc.contributor.authorPolat, Dilber
dc.contributor.authorDemirci Güler, Pınar
dc.contributor.authorYıldırım, Kasım
dc.contributor.authorDemiral, Ümit
dc.contributor.authorEroğlu, Barış
dc.contributor.authorKartal, Tezcan
dc.contributor.authorSönmez, Arzu
dc.contributor.authorİşeri, Büşra
dc.contributor.authorGörgülü, Özkan
dc.date.accessioned2019-07-03T13:22:22Z
dc.date.available2019-07-03T13:22:22Z
dc.date.issued2014
dc.departmentEğitim Fakültesi
dc.description.abstractWe investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model. This model includes three belief pools: content beliefs (CBs), core pedagogical beliefs (CPBs) and pedagogy of content beliefs (PCBs). Based on this model, we developed a questionnaire in order to see interrelationships among three belief pools about teaching GM Foods. For content beliefs, we selected content knowledge, risk perceptions, moral beliefs and religious beliefs. For pedagogy of content beliefs, we selected teaching efficacy, preferred teaching methods and preferred teacher’s roles. We administered the questionnaire to 423 PSTs. Using correlation analysis, multinomical logistic regression and structural equation modelling we tried to understand the relationships between CBs and PCBs and to make interpertations about possible CPBs working as a filter between CBs and PCBs. The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods. They possess high teaching efficacy beliefs, choose the teaching role of Neutral Impartiality and prefer large class discussion and computerassisted teaching. As core pedagogical beliefs (CPBs), they may have traditional epistemologies, moral and religiously-based teaching goals
dc.identifier.doi10.12973/tused.10120a)
dc.identifier.endpage102en_US
dc.identifier.issn1304-6020
dc.identifier.issue3en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage79en_US
dc.identifier.urihttps://dx.doi.org/10.12973/tused.10120a
dc.identifier.urihttps://hdl.handle.net/20.500.12451/1788
dc.identifier.volume11en_US
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTused
dc.relation.ispartofJournal of Turkish Science Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectBelief System
dc.subjectTeaching Socioscientific Issues
dc.subjectPreservice Science Teachers
dc.subjectTurkey
dc.titlePreservice science teachers' belief systems about teaching a socioscientific ıssue
dc.typeArticle

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