Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers

Abstract

The purpose of this study is to determine the relationships between lower-secondary education teachers’ epistemological beliefs and their conceptions about teaching and learning. The sample of this descriptive study is comprised of 184 lower-secondary school teachers. As data collection tools, the Epistemological Belief Questionnaire (EBQ) and the Teaching and Learning Conception Scale were used. In the analysis of the data, descriptive statistics, t-test, one-way variance analysis (ANOVA) and multiple regression analysis were employed. The findings of the study revealed that the teachers’ level of beliefs about the sub-dimensions of Authority/Expert Knowledge and Learning Effort/Process was found to be high, their level of beliefs about the subdimension named as Innate/Fixed Ability was found to be medium and their level of beliefs about the sub-dimension of Certainty of Knowledge is low. Though the teachers mostly prefer constructivist conception to shape their instructional practices, they also have a considerable orientation towards the adoption of traditional conception. Moreover, it was concluded that the teachers’ epistemological beliefs are a significant predictor of their preferences for constructivist and traditional teaching and learning conceptions.