مرکز منطقه ای اطلاع رساني علوم و فناوري - The Relationship between Pre-services Science Teachers’ Epistemological Beliefs, Learning Approaches and UPE Scores

Abstract :

The purpose of this study is to identify the relationships between epistemological beliefs, learning approaches and university entrance scores of freshmen pre-service science teachers, and to investigate whether there is a significant difference among their Undergraduate Placement Examination scores based on the levels of epistemological beliefs and learning approaches. The survey research design was used in this study and the study group consisted of 290 freshmen pre-service science teachers at Mersin University, İstanbul University, Cumhuriyet University, Mugla University, Gazi University and Dokuz Eylul University at the autumn term of 2014-2015 academic year. Epistemological Beliefs Questionnaire and Revised Two Factor Study Process Questionnaire were used to gather the data. Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze the data obtained from the questionnaires. As a result of the analysis, it was concluded that pre-service science teachers’ beliefs of learning depend on effort and innate ability were more developed, they preferred deep approach more than surface approach, there was no significant relationship between university entrance scores and learning approaches, but there was significant relationship between university entrance scores and epistemological beliefs, the university entrance scores showed no significant difference based on levels of learning approaches and epistemological beliefs.