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    Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers
    (İnönü University Journal of the Faculty of Education Vol 18, No 1, 2017., 2017) Ekinci, Necla
    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.