UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :BD Speculative Philosophy
Main Author :Noraniza Jaffry
Title :Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2019
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study aimed to determine the epistemological beliefs among science teachers in Perak and to determine if the epistemological beliefs is good predictors of instructional  practices.  The  study  was  also  designed  to  determine  if  the  teaching  and  learning  conception  is  a  good  predictor  of  instructional  practices  among  science  teachers  in  Perak. Quantitative approach was used for this study. The study involved 231 Science teachers from  primary schools in Perak districts. Three types of research instruments were employed which are  Epistemological Beliefs Questionnaire (EBQ), Teaching and Learning Conceptions Questionnaire (TLCQ)  and Instructional Practices Questionnaire (IPQ).  The  validation  procedure  of  the   epistemological  beliefs  instrument  involved validity, reliability and construct validity test.  Data were analysed using descriptive and multiple  regression  analysis.  The  finding  showed   that  Science  teachers  possessed positive  epistemological  beliefs  (M=  3.88,  SD  =  0.32).  A   great  number  of  Science teachers in Perak preferred to use constructivist teaching conception  (M= 4.40, SD = 0.36) than traditional teaching conception (M= 3.47, SD= 0.75). Teaching and  learning conception holds by Science teachers is a good predictor of the instructional practices.  Analysis of the regression indicated that standard contemporary practice (β= 0.47, p

References

Al-Amoush, S., Usak, M., Erdogan, M., Markic, S., & Eilks, I. (2013). Pre-service and

in-service  teachers’  beliefs  about  teaching  and  learning  chemistry  in  Turkey. European 

Journal of Teacher Education, 36(4), 464–479. Retrieved July 23, 2016, from 

http://doi.org/10.1080/02619768.2013.807793

 

Alsamie, M., & Ismail, A. (2005). Relationships between EFL Pre-Service Teachers’ Epistemological  

Beliefs  and  their  Learning  Strategies,  Teaching  Practices  and Foreign      Language      

Classroom.      Retrieved      July      23,      2016,      from 

http://www.tcr.edu.sa/db/researches/52.pdf

 

Arslanta?, H. A. (2015). Epistemological Beliefs and Academic Achievement. Journal of Education and 

Training Studies, 4(1), 215–220. Retrieved July 23, 2016, from 

http://doi.org/10.11114/jets.v4i1.1107

 

Aypay,  A.  (2010).  Teacher  education  student’s  epistemological  beliefs  and  their 

conceptions  about  teaching  and  learning.  Procedia  -  Social  and  Behavioral Sciences,     

2(2),     2599–2604.     Retrieved     July     23,     2016,     from     from 

http://doi.org/10.1016/j.sbspro.2010.03.380

 

Aypay,   A.   A.   (2011).   The   Adaptation   of   the   Teaching-Learning   Conceptions 

Questionnaire  and  Its  Relationships  with  Epistemological  Beliefs.  Kuram  ve Uygulamada 

Egitim Bilimleri, 11(1), 21–29.

 

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.

PrenticeHall series in social learning theory (Vol. 1).

 

Belet,  S.  D.,  Güven,  M.,  &  Belet,  ?.  D.  (2011).  Meta-cognitive  strategy  usage  and 

epistemological beliefs of primary school teacher trainees. Kuram ve Uygulamada Egitim Bilimleri, 

11(1), 51–57.

 

Brownlee,  J.,  Purdie,  N.,  &  Boulton-Lewis,  G.  (2001).  Changing  Epistemological Beliefs in 

Pre-service Teacher Education Students. Teaching in Higher Education, 6(2),           247–268.      

     Retrieved           July           25,           2016,           from 

http://doi.org/10.1080/13562510120045221

 

Çam,  A.  (2015).  Primary  Pre-Service  Teachers’  Epistemological  Beliefs  and  their Teaching 

and Learning Experiences. Eurasia Journal of Mathematics, Science and Technology   Education,   

11(3),   381–390.   Retrieved   July   25,   2016,   from

http://doi.org/10.12973/eurasia.2015.1351a

 

Çetin-Dindar,   A.,   K?rbulut,   Z.   D.,   &   Boz,   Y.   (2014).   Modelling   between

epistemological   beliefs   and   constructivist   learning   environment.   European Journal  of  

Teacher  Education,  (August),  1–18.  Retrieved  July  25,  2016,  from 

http://doi.org/10.1080/02619768.2014.944614

 

Chai,  C.  S.  (2010).  Teachers  ’  epistemic  beliefs  and  their  pedagogical  beliefs?:  a 

qualitative case study among singaporean teachers in the context of ict-supported reforms. The 

Turkish Online Journal of Educational Technology, 9(4), 128–139.

 

Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a 

survey among pre?  service teachers in Singapore. Educational Media International,      43(4),      

285–298.      Retrieved      July      25,      2016,      from 

http://doi.org/10.1080/09523980600926242

 

Chai, C. S., Teo, T., & Lee, C. B. (2010). Modelling the Relationships among Beliefs about 

Learning, Knowledge, and Teaching of Pre-Service Teachers in Singapore. The Asia-Pacific Education 

Researcher, 19(1), 25–42. Retrieved July 27, 2016, from http://doi.org/10.3860/taper.v19i1.1507

 

Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions 

about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. Retrieved July 27, 

2016, from http://doi.org/10.1016/j.tate.2004.09.002

 

Chan, K.-W. (2000). Teacher Education Students ’ Epistemological Beliefs - A Cultural Perspective 

on Learning and Teaching Kwok-wai CHAN Hong Kong Institute of Education. In AARE Annual Conference 

(pp. 1–14).

 

Cheng, M. M. H., Chan, K.-W., Tang, S. Y. F., & Cheng, A. Y. N. (2009). Pre-service teacher  

education  students’  epistemological  beliefs  and  their  conceptions  of teaching. Teaching and 

Teacher Education, 25(2), 319–327. Retrieved July 27, 2016, from 

http://doi.org/10.1016/j.tate.2008.09.018

 

Darling-Hammond, L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs.  The  

JosseyBass  Education  Series.  Retrieved  July  28,  2016,    from 

http://www.loc.gov/catdir/toc/ecip068/2006004499.html

 

Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among chinese practicing 

teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. 

Educational Technology and Society, 17(2), 245–256.

 

Ekinci,  N.  (2017).  Examining  the  relationships  between  epistemological  beliefs  and 

teaching  and  learning  conceptions  of  lower-secondary  education  teachers.  The Inonu 

University Journal of the Faculty of Education, 18(1), 344–358. Retrieved July 28, 2016, from 

http://doi.org/10.17679/INUEFD.18111220

 

Erdamar, G., & Alpan, G. (2012). Examining the epistemological beliefs and problem solving skills 

of preservice teachers during teaching practice. Teaching in Higher Education,       18(2),       

1–15.       Retrieved       August       2,       2016,       from

http://doi.org/10.1080/13562517.2012.694101

 

Fisher,  A.,  &  Rush,  L.  (2008).  Conceptions  of  learning  and  pedagogy:  developing

trainee  teachers’  epistemological  understandings.  Curriculum  Journal,  19(3), 227–238.         

     Retrieved              August              2,              2016,              from 

http://doi.org/10.1080/09585170802357561

 

Hofer, B. K. (2001). Personal Epistemology Research: Implications for Learning and Teaching. 

Educational Psychology Review, 13(4), 353–383. Retrieved August 4,

2016,  from http://doi.org/10.1023/A:1011965830686

 

Hutchison, P., & Hammer, D. (2010). Attending to student epistemological framing in a  science  

classroom.  Science  Education,  94(3),  506–524.  Retrieved  August  5, 2016,  from 

http://doi.org/10.1002/sce.20373

 

Noraini Idris. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw Hill. Ismail, H., 

Hassan, A., Muhamad, M. M., Ali, W. Z. W., & Konting, M. M. (2013).

Epistemological   Belief   and   Learning   Approaches   of   Students   in   Higher Institutions 

of  Learning in Malaysia.  International Journal of Instruction, 6(1), 139–150.            

Retrieved            August            6,            2016,                       from 

http://search.proquest.com/docview/1322246633?accountid=9730

 

Kang,  L.  O.,  Brian,  S.,  &  Ricca,  B.  (2010).  Constructivism  in  pharmacy  school. Currents 

in Pharmacy Teaching and Learning. Retrieved August 7, 2016,   from 

http://doi.org/10.1016/j.cptl.2010.01.005

 

Kaplan,  A.  O.,  &  Akgul,  E.  M.  (2009).  Prospective  elemantary  science  teachers’ 

epistemological beliefs. Procedia - Social and Behavioral Sciences, 1(1), 2529– 2533. Retrieved 

August 8, 2016, from http://doi.org/10.1016/j.sbspro.2009.01.446

 

Ketabi,   S.,   Zabihi,   R.,   Ghadiri,   M.   (2013).   Pre-service   English   teachers   ’ 

epistemological beliefs and their conceptions of teaching. iInternational Journal of Research 

Studies in Psycholgy, 3(October), 3–12.

 

Khalid, A., & Azeem, M. (2012). Constructivist Vs Traditional?: Effective instructional approach  

in  teacher  education.  International  Journal  of  Humanities  and Social Science, 2(5), 170–177.

 

Lee, J. C. J. J. C., Zhang, Z., Song, H., & Huang, X. (2013). Effects of Epistemological and  

Pedagogical  Beliefs  on  the  Instructional  Practices  of  Teachers?:  A  Chinese Perspective. 

Australian Journal of Teacher Education, 38(12), 119–146. Retrieved August 8, 2016,  from 

http://ro.ecu.edu.au/ajte/vol38/iss12/8/

 

Mohamed, M. T. (2014). Socio-cultural factors of teachers’ conceptions of knowledge: epistemic 

beliefs of Arab teachers. Teacher Development, 18(1), 46–64. Retrieved August 9, 2016, from 

http://doi.org/10.1080/13664530.2013.878742

 

Muis, K. R. (2004). Personal Epistemology and Mathematics: A Critical Review and Synthesis   of   

Research.   Review   of   Educational   Research,   74(3),   317–377.

Retrieved August 9, 2016, from http://doi.org/10.3102/00346543074003317

 

Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2011). Elementary Students’ 

Scientific Epistemological Beliefs in Relation to Socio-Economic Status and  Gender.  Journal  of  

Science  Teacher  Education,  22(2),  115–127.  Retrieved August 9, 2016, from 

http://doi.org/10.1007/s10972-010-9197-9

 

Pallant, J. (2010). A step by step guide to data analysis using the Spss program. Mc Graw Hill 

Company.

 

Pintrich,  P.  R.,  &  de  Groot,  E.  V.  (1990).  Motivational  and  self-regulated  learning 

components   of   classroom   academic   performance.   Journal   of   Educational Psychology,      

82(1),      33–40.      Retrieved      August      12,      2016,      from 

http://doi.org/10.1037/0022-0663.82.1.33

 

Porlán, R., & Martín, R. (2004). The Conceptions of In-service and Prospective Primary School, 

15(1), 39–63.

 

Rizk, N., Jaber, L., Halwany, S., & BouJaoude, S. (2012). Epistemological Beliefs in Science: an 

Exploratory Study of Lebanese University Students’ Epistemologies. International  Journal  of  

Science  and  Mathematics  Education,  10(3),  473–496. Retrieved August 12, 2016, from 

http://doi.org/10.1007/s10763-011-9289-9

 

Sahin,  S.,  & Yilmaz, H. (2011).  A  confirmatory factor  analysis  of  the  teaching and learning 

conceptions questionnaire (TLCQ). Journal of Instructional Psychology, 38(3),       194       –     

  200.       Retrieved       August       13,       2016,       from 

http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ966924

 

Schommer,  M.  (1989).  Students’  Beliefs  about  the  Nature  of  Knowledge,  1–24. Retrieved     

                August                     13,                     2016,                     from 

https://www.ideals.illinois.edu/bitstream/handle/2142/17854/ctrstreadtechrepv01 

989i00484_opt.pdf?sequence=1

 

Schommer-Aikins,    M.    (2002).    An    evolving    theoretical    framework    for    an 

epistemological belief system. Personal Epistemology: The Psychology of Beliefs about  Knowledge  

and  Knowing.,  103–118.  Retrieved  August  13,  2016,  from http://doi.org/Mahwah, NJ

 

Sing Chai, C., Teo, T., & Beng Lee, C. (2009). The change in epistemological beliefs and beliefs 

about teaching and learning: a study among pre-service teachers. Asia- Pacific Journal of Teacher 

Education, 37(4), 351–362. Retrieved August 13, 2016, from http://doi.org/10.1080/13598660903250381

 

Stuart,  C.,  &  Thurlow,  D.  (2000).  Making  It  Their  Own:  Preservice  Teachers’ Experiences, 

 Beliefs,  and  Classroom  Practices.  Journal  of  Teacher  Education, 51(2),          113–121.    

      Retrieved          August          17,          2016,          from 

http://doi.org/10.1177/002248710005100205

 

Tabachnick,  B.  G.,  &  Fidell,  L.  S.  (2001).  Tabachnick,  Fidell_2001.pdf.  Using 

Multivariate        Statistics.        Retrieved        August        17,        2016,        from 

http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Cleaning+up+

+Screening+Data+Prior+to+Analysis#0

 

Velicer, W. F., Fava, J. L., Prevention, C., Ryde, N., & Wales, N. S. (1998). Affects of

variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2),  231–251.  

Retrieved  August  17,  2016,  from  http://doi.org/10.1037/1082- 989X.3.2.231

 

Wahlstrom,  K.  L.,  &  Louis,  K.  S.  (2008).  How  Teachers  Experience  Principal Leadership: 

The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility. Educational 

Administration Quarterly, 44(4), 458–495. Retrieved August 23, 2016, from 

http://doi.org/10.1177/0013161X08321502

 

Walker, S., Brownlee, J., Whiteford, C., Exely, B., & Woods, A. (2012). A Longitudinal Study of  

Change  in  Preservice  Teachers  ’  Personal  Epistemologies.  Australian Journal of Education, 

37(5).

 

Yilmaz, H. (2011). Pre-Service teachers ’ Epistemological beleifs and Conceptions of Teaching. 

Australian Journal of Teacher Education, 36(1). Retrieved September 2, 2016, from 

http://doi.org/10.14221/ajte.2011v36n1.6

 

Yilmaz-Tüzün,  Ö. ?,  &  Topcu,  M.  S.  (2010).  Investigating  the  relationships  among 

elementary    school    students’    epistemological    beliefs,    metacognition,    and 

constructivist   science   learning   environment.   Journal   of   Science   Teacher Education,    

 21(2),     255–273.     Retrieved     September     2,     2016,         from 

http://doi.org/10.1007/s10972-009-9163-6

 

Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, 

learning conceptions, and approaches to study: a cross-cultural structural model? Asia Pacific 

Journal of Education, 28(4), 411–423. Retrieved September

4, 2016, from http://doi.org/10.1080/02188790802468823

 

 

 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.