Pre-service teachers scientific epistemic beliefs, conceptions of learning science, and curriculum emphases
Date of Publication
2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Physics
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Lydia S. Roleda
Defense Panel Chair
Minie Rose C. Lapinid
Defense Panel Member
Bee Ching U. Ong
Maricar S. Prudente
Christopher T. Que
Marie Paz E. Morales
Abstract/Summary
Pre-service Teachers beliefs about teaching and learning are important because these beliefs influence their classroom practices and learning design. The importance of these beliefs to teaching and learning outcomes reflects the need to improve and evaluate Pre-service Teachers educational beliefs. In this study, the educational beliefs of the Pre-service Teachers were studied. The Concurrent Triangulation Design was utilized in the study. Three instruments were considered namely the Epistemological Beliefs Assessment in Physical Science (EBAPS), the Conception of Learning Science Questionnaire, (CLSQ) and the Curriculum Emphases Questionnaire (CEQ). There were 213 Pre-service Teachers who participated in the study. Their study program was Bachelor of Secondary Education (BSED) major in Physics, Chemistry, and Physical Science. The participants came from private and public institutions in three regions: National Capital Region (NCR), Cordillera Administrative Region (CAR), and Region I. Results showed that most of the Pre-service Teachers believed that knowledge should be highly structured, applicable to different situations, changing, and coming from authority figure. They also believed that application and understanding should be part of learning science while memorization, preparing for test and solving problems like a recipe are not. Relatively, most of them also believed that subject-matter, socio-scientific issues, history, and philosophy should be part of learning science. One-way ANOVA revealed that gender, specialization, SES, and SUC levelling affect the educational beliefs of the participants. The main effect suggests that these variables should be considered when evaluating the expert-like beliefs of the Pre-service Teachers. Result also revealed that expert-like beliefs of the Pre-service Teachers are positively correlated with productive curriculum emphases and constructive conceptions of learning. These must be considered in the curricular reform.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG007714
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
1 computer disc; 4 3/4 in.
Keywords
Science--Study and teaching--Philippines; Physics--Study and teaching--Philippines; Teaching--Philippines
Recommended Citation
Bahtaji, M. A. (2018). Pre-service teachers scientific epistemic beliefs, conceptions of learning science, and curriculum emphases. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/575