Epistemological Conceptions in Teacher Education: A Study with Students from Luanda

Autor/inn/en	Victor, Eufrásia Corrêa; Costa, Maria Conceição; Bonito, Jorge
Titel	Epistemological Conceptions in Teacher Education: A Study with Students from Luanda
Quelle	In: International Journal of Research in Education and Science, 7 (2021) 2, S.479-504 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Costa, Maria Conceição) ORCID (Bonito, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Foreign Countries; Epistemology; Teacher Education Programs; Preservice Teachers; Student Attitudes; Beliefs; Teaching Methods; Science Instruction; History Instruction; Geography Instruction; Mathematics Instruction; Biology; Chemistry; Physics; Scientific Principles; Grade 10; Grade 11; Grade 12; Angola + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; Schülerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Mathematics lessons; Mathematikunterricht; Biologie; Chemie; Physik; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Epistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher's Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the "didactic model" through the "learning theory", the "image of Science" and the "teaching methodologies". The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01