Pre-service teachers' epistemological beliefs and approaches to learning

Tanriverdi B.

4th World Conference on Educational Sciences (WCES), Barcelona, Spain, 2 - 05 February 2012, vol.46, pp.2635-2642, (Full Text) identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 46
  • Doi Number: 10.1016/j.sbspro.2012.05.538
  • City: Barcelona
  • Country: Spain
  • Page Numbers: pp.2635-2642
  • Kocaeli University Affiliated: Yes

Abstract

This quantitative study sets out to explore the beliefs students hold about knowledge and learning and the ways they approach their learning. Participants were 632 pre-service teachers at Faculty of Education. Turkish version of Schommer's Epistemological Belief Questionnaire (EBQ) and Turkish version of Biggs' Revised Two Factor Learning Approaches Scale (RSPQ-2F) were used as data collection tool. One of the results shows that students who believe that learning depends on innate ability were likely to be surface motivated and utilise a surface strategy in their studying while students who believe in learning depends on effort would be deep-motivated and adopt a deep study strategy. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu