• MUSTAFA SAMI TOPCUEmail author


The purposes of the study were to assess preservice teachers’ domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored three epistemological dimensions: certainty and simplicity of knowledge, justification for knowing, and source of knowledge. Both quantitative and qualitative results suggested that a domain-specific epistemological beliefs system is a valid model to describe preservice teachers’ epistemological beliefs. In terms of epistemological beliefs, disciplinary differences in physics, chemistry, and biology were discussed in the last parts of the study.


disciplines of science epistemological beliefs mixed study preservice teachers 


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Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  1. 1.Science Teacher Education Department, College of EducationMuğla UniversityMuğlaTurkey

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