Abstract:

This study aims to study the relationship between the science knowledge teachers candidates' epistemological beliefs and research-based science teaching beliefs and their scientific attitudes. The sample of the study was formed by 329 teachers candidates who studied in the science knowledge teaching program at 6 different state universities. The research is in the scan model of quantum research methods. The data was collected using the Epistemological Faith Scale, the Research-Based Science Teaching Scale and the Scientific Attitude Scale and studied through visual and extractive statistical analyses. For each variable of the study, visual analyses included the minimum, maximum, average and standard deviation values were carried out; the t-test for independent samples where the average values vary or not according to gender, the Pearson moment rupture correlation where the variables are interrelated, and the belief that learning is dependent on effort, the belief that learning is dependent on ability and the belief that learning is dependent on a single truth, the belief that research-interrogation-based science teaching and the scientific attitude power were studied by multiple regression analyses. The findings showed that science knowledge teachers candidates believe that learning is dependent on effort and that the belief that learning is dependent on effort revealed about 33% of the change in the belief in science teaching based on research and survey and 14% of the change in scientific attitude.

Keywords: