Examining the Structural Relations among PSTs’ Scientific Epistemological Beliefs, Epistemic Emotions and Argumentativeness: Sample from Turkey

Eralp Bahcivan
1092 480

Abstract


This study was conducted to investigate structural relations among preservice science teachers’ scientific epistemological beliefs, epistemic emotions and argumentativeness. After validation of measurement results, a structural equation modeling analysis was implemented on the data covering 612 participants. Results showed that participants’ epistemological beliefs significantly predicted their emotions and argumentativeness. Also, their epistemic emotions significantly predicted their argumentativeness. To illustrate, a preservice science teacher believing that knowing in science should be evidenced may feel herself excited if she encounters with opposite ideas. Then, this positive feeling together with her sophisticated epistemological beliefs may support her decisions to participate in argumentation processes. Considering these findings several implications were suggested.

Keywords


Preservice science teacher, Epistemological beliefs, Epistemic emotions, Argumentativeness, Structural equation modeling

Full Text:

PDF

References


Bahcivan, E. (2019). Examining the structural relations among PSTs’ scientific epistemological beliefs, epistemic emotions and argumentativeness: sample from Turkey. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 271-280.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 International Journal of Education in Mathematics, Science and Technology

Web of Science (ESCI) Index                        

                                    

  

International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2147-611X (Online)