Akademik Veri Yönetim Sistemi
Bartın Üniversitesi Eğitim Fakültesi Dergisi, cilt.10, sa.2, ss.325-341, 2021 (Hakemli Dergi)
Epistemological beliefs adopted by individuals determine their knowledge, learning and teaching orientations. For this reason,
the purpose of this research is to investigate physics teachers’ belief levels, as well as the questions about what effect gender,
professional experience, and educational background variables have on these levels. Causal-comparative model was used to study
these variables. Participants were 205 physics teachers consisting of 106 women and 99 men who work in the Central Anatolia
Region of Turkey. All the data was collected with the Scientific Epistemological Beliefs Scale developed by Conley, Pintrich, Vekiri
& Harrison (2004). This scale was adapted into Turkish by Özkan (2008). The data was analyzed using parametric tests. Ultimately,
findings indicated that physics teachers had sophisticated epistemological beliefs. In addition, there was no statistically significant
difference between female and male teachers in terms of beliefs. Educational background variable was found not to have any
effect on epistemological beliefs of physics teachers. In regards to professional experience variable, teachers with less experience
had more sophisticated epistemological beliefs about the source of knowledge, certainty of knowledge and justification of
knowledge.