Özet:

The aim of this study is to study the epistemological beliefs of classmates and the so-called scientific beliefs of classmates. For this purpose, the visual scan method has been used. The study included 377 class teachers. The data, the scale of epistemological beliefs and the scale of science, the so-called-scientific distinction, are collected. The two-way multi-variant analysis (MANOVA) has been conducted to determine the effects of class levels and gender of class teachers on their epistemological beliefs and so-called scientific beliefs. The analysis found that the class level had a meaningful impact on the epistemological beliefs and so-called scientific beliefs of the teacher candidates, and that the gender had no meaningful impact. It is also found that class-level-gender joint influence is not meaningful. One-way variance analysis (ANOVA) has been done to test the influence of class level on the dimensions of the epistemological and so-called scientific beliefs of teachers candidates. The results of this analysis found a significant difference in the size of the beliefs and knowledge levels relating to the verification of knowledge and the scientific method between the third-class teacher candidates and the fourth-class teacher candidates in favour of the third-class. In the size of beliefs concerning the developing nature of knowledge, a significant difference has been determined in favor of the 3rd class, 1st class, 3rd class, 2nd class, and 3rd class, 4th class teachers. Recommendations were made according to the results obtained. Keywords: class teacher candidates, epistemological beliefs, so-called scientific beliefs