This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative…

In the literature, there are studies that separately tackled with how the epistemological beliefs and multiple domains of intelligence of the individuals have developed through their experiences. However, no study has investigated the relationship between them. Consequently, this study aims to investigate the pre-service science, elementary…

Research has shown significant relationships between students' epistemological beliefs and their approaches to learning. This study aimed to investigate the relationships between the scientific epistemological beliefs, science learning approaches, and the scientific inquiry skills of undergraduate students who took science courses by expanding the…

This study was conducted to investigate the relationships among Turkish preservice science teachers' argumentativeness, epistemological beliefs, and achievement goals, as well as the reasons for coherencies and incoherencies among these variables. A sequential explanatory research design was applied within the 2 following studies. In Study I, the…

This study was conducted to explore a comprehensive belief system model of pre-service science teachers' (PSTs') beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating…

This study aims to investigate preservice teachers' science-pseudoscience distinctions, epistemological beliefs, and to explore the relationship between these two parameters. To this end, a correlational research design has been employed. The study was conducted with the participation of 182 preservice science and preschool teachers, with the data…

The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to a person's technology-related attitudes and beliefs influencing intention to use and actual use of technology and seeks predictors of behaviors whether to accept or reject using technology. There are…

Modernism, as a philosophy that is accepted to have started in the 17th century, has influenced various areas such as economy, politics, technology, literature and specifically education in line with the industrial revolution and enlightenment age. It is generally accepted that modernism has kept its overall effect on the mentioned areas until the…

We explored the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using multiple regression analysis and the relationship between acceptance of evolutionary theory and preference for teaching evolution using nonparametric Kruskal-Wallis test. We found that factors such as understanding of evolutionary…

In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of "Scientific Epistemological…

The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending…

The present case study explored the teaching belief systems of pre-service science teachers (PSTs), including epistemological beliefs, self-efficacy beliefs, conceptions of science learning and teaching and pedagogical content knowledge. Based on their epistemological scores, three PSTs who were categorised as exhibiting naïve, moderately…

For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed…

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in…

Integrating technology into science education provides opportunities to foster students' meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers' (PST)…