Modelling between epistemological beliefs and constructivist learning environment

The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two...

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Published in:	European journal of teacher education Vol. 37; no. 4; pp. 479 - 496
Main Authors:	Çetin-Dindar, Ayla, Kırbulut, Zübeyde Demet, Boz, Yezdan
Format:	Journal Article
Language:	English
Published:	Abingdon Routledge 01-11-2014 Taylor & Francis Ltd
Subjects:	Beliefs Chemistry Constructivism (Learning) constructivist-learning environment Correlation Educational Environment epistemological beliefs Epistemology Factor Analysis Foreign Countries Goodness of Fit modelling pre-service chemistry teachers Preferences Preservice Teachers School environment Science Teachers Scores Structural Equation Models Teacher Attitudes Teaching Methods Turkey Turkey
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Abstract	The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers' epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class.
AbstractList	The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers' epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class. The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers' epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of 0.35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class.
Audience	Higher Education Postsecondary Education
Author	Çetin-Dindar, Ayla Boz, Yezdan Kırbulut, Zübeyde Demet
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SubjectTerms	Beliefs Chemistry Constructivism (Learning) constructivist-learning environment Correlation Educational Environment epistemological beliefs Epistemology Factor Analysis Foreign Countries Goodness of Fit modelling pre-service chemistry teachers Preferences Preservice Teachers School environment Science Teachers Scores Structural Equation Models Teacher Attitudes Teaching Methods Turkey
Title	Modelling between epistemological beliefs and constructivist learning environment
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