DINAMIKA ILMU - Investigation of Teacher Candidates' Nature of Science Beliefs - Ali Çetin & Mustafa Kahyaoğlu

Oct 15, 2026

Uploaded by hdkawk

This research examines teacher candidates’ nature of science beliefs by gender, program, and class level. Data were collected from 364 teacher candidates in three education-related programs using the Nature of Science Beliefs Scale (Özcan & Turgut, 2014). A relational screening model with convenience sampling was applied, and analyses used SPSS with independent-samples t-tests and one-way ANOVA. Results show beliefs at an undecided level overall. Female candidates scored higher than male candidates across multiple dimensions; program differences appeared only in scientific method/methods, while class-level differences emerged in tentativeness and theories/laws, supporting curriculum-enrichment recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

A. Introduction

Rationale and purpose of the study

Conceptual background of nature of science

Properties and sub-dimensions of nature of science

Tentativeness (sub-dimension)

DINAMIKA ILMU Vol. 22 No. 1, 2022 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://doi.org/10.21093/di.v22i1.4321](http://doi.org/10.21093/di.v22i1.4321) Investigation of Teacher Candidates' Nature of Science Beliefs In Terms of Gender, Program, and Class Level Ali Çetin Siirt University, Siirt Turkey [e-mail: alicetin@siirt.edu.tr](e-mail: alicetin@siirt.edu.tr) Mustafa Kahyaoğlu Siirt University, Siirt Turkey [e-mail: mustafa.kahyaoglu56@gmail.com](e-mail: mustafa.kahyaoglu56@gmail.com) Abstract This research aims to examine teacher candidates' nature of science beliefs in terms of certain variables (gender, program, and class level) . The participants of the research are 364 teacher candidates studying at the faculty of education of a public university in three programs; science education, elementary mathematics education, computer education, and instructional technology. Convenience sampling was applied and a relational screening model from descriptive research design was used. "Nature of Science Beliefs Scale" developed by Özcan and Turgut (2014) was used as a data collection tool. Subsequently, data analysis was conducted through SPSS statistical software by applying independent samples t-test and oneway ANOVA analysis. According to the results of the study, teacher candidates'nature of science beliefs was found on the undecided level. Additionally, female teacher candidates have a higher level than male teacher candidates related to the nature of science beliefs dimensions of tentativeness, observation and inference, scientific method/methods, assumptions and boundaries, socio-cultural embeddedness, and theories and laws, and it was found that this difference was statistically significant. In terms of program variables, only a difference was found in the dimension of scientific method/methods in favor of science teacher candidates. Finally, there was a statistically significant difference in the dimensions of tentativeness and theories and laws in terms of a class-level variable. Consequently, new activities and subjects that can be added to the curriculum are recommended. Keywords: nature of science, science education, teacher candidates * Summary of this research was presented in 3rd International Conference on Lifelong Learning and Leadership For All Congress, Polytechnica University of Porto, Portugal, 12-14 September, 2017 A. Introduction Following new technologies emerging as results of science and scientific activities and individuals' adaptations to developing technologies are important in the age we live in. In this sense, the role of science education is more crucial than it has ever been. The base purpose of science education is to educate scientifically literate individuals (Ministry of Education, 2013), and these individuals are the individuals who are able to understand the nature of science. The nature of science beliefs of individuals and societies may be interpreted as the indicator of quality of science education. This research aims to put forth the nature of science beliefs of teacher candidates that would work in educational institutions and educate scientifically literate individuals. Additionally, the relation of beliefs in terms of gender, program, and class level are investigated. From the past (Lederman & Zeidler, 1987, Lederman, 1992) to the present (Akerson, Pongsanon, Rogers, Carter & Galindo, 2017; Khishfe, 2017, Karışan & Cebesoy, 2018) definition of the nature of science is expressed as the sum of the answers to the questions such as "what the science is, how the science works, how the scientists perform the scientific researches, how scientific knowledge is created, how science developed and which factors affect the science" . Therefore, science beliefs and the related variables have been seen as important and discussed for a very long time in science education literature(Abd-El-Khalick & Lederman, 2000; Burton, 2013; Lederman & Zeidler, 1987; Şahin, Den

FAQs

What is the main purpose of the study?

The study investigates teacher candidates’ nature of science beliefs with respect to gender, program, and class level.

How were data collected and analyzed?

A convenience sampling approach was used with a relational screening model. Data collection relied on the Nature of Science Beliefs Scale, and analyses were conducted in SPSS using independent-samples t-tests and one-way ANOVA.

What did the results show about overall belief levels?

Teacher candidates’ nature of science beliefs were found at the undecided level overall.

Which groups showed statistically significant differences?

Female candidates had significantly higher scores than male candidates across multiple dimensions. Program differences were found only for the scientific method/methods dimension, and class-level differences appeared for tentativeness and theories and laws.

Oct 15, 2026

Uploaded by hdkawk