CoChat
Sign Up
Cited by 24Science Education and PedagogyEducational Strategies and EpistemologiesTeacher Education and Leadership Studies

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Investigating Coherence among Turkish Elementary Science Teachers’ Teaching Belief Systems, Pedagogical Content Knowledge and Practice

Open access
Abant İzzet Baysal University, Bahcivan, Eralp, Cobern, William, Western Michigan University·2016·Australian Journal of Teacher Education
DOI 10.14221/ajte.2016v41n10.5
Open this paper in CoChat — free accountOpen PDF

Abstract

This study investigated comprehensive science teaching belief systems and their relation to science teachers’ pedagogical content knowledge and teaching practices. Rokeach’s (1968) belief system was used as a framework for representing the hierarchy among in-service teachers’ teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant’s personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants’ conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.14221/ajte.2016v41n10.5

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 2 references

Research works printed but not linked: 44

  1. Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers' conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
  2. Bahcivan, E. & Kapucu, S. (2014). Turkish preservice elementary science teachers' conceptions of learning science and science teaching efficacy beliefs: is there a relationship? International Journal of Environmental and Science Education, 9(4), 429-442.
  3. Bahçivan, E. (2015). Exploring high school students' topic specific epistemologies and their impacts on conceptual understanding in the topic of force and motion: a structural equation study. Kastamonu University Education Journal, 23(3), 1107-1126.
  4. Bahçivan, E. (2014). Investigating coherence between preservice science teachers' conceptions of learning and teaching science: a phenomenographic study. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 147-166.
  5. Bahçivan, E. (2012). Assessment of high school physics teachers' pedagogical content knowledge related to the teaching of electricity (Doctoral Thesis, Middle East Technical University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 · DOI · Paper page
  7. Baxter, J. A., & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.147-161). Dordrecht, The Netherlands: Kluwer.
  8. Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
  9. Buehl, M.M., Alexander, P.A., & Murphy, P.K. (2002). Beliefs about schooled knowledge: domain specific or domain general? Contemporary Educational Psychology, 27, 415- 449. https://doi.org/10.1006/ceps.2001.1103 · DOI
  10. 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. https://doi.org/10.1016/j.tate.2004.09.002 · DOI · Paper page
  11. Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177/0022487193044004004 · DOI
  12. Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  13. Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers' conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1), 69-87. https://doi.org/10.14221/ajte.2009v34n1. · DOI
  14. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. https://doi.org/10.1080/0013188960380104 · DOI
  15. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior. Reading, MA: Addison-Wesley.
  16. Gibson, S., & Dembo, M., H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569 · DOI · Paper page
  17. Hashweh, M. (2015). Chapter 6 pedagogical content knowledge: Twenty-five years later. In From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community.
  18. Hofer, B.K. (2008). Personal epistemology and culture. In Khine, M.S., (Ed.), Knowing, Knowledge and Beliefs. Epistemological Studies across Diverse Cultures (pp. 3-22). Springer Science + Business Media B.V. https://doi.org/10.1007/978-1-4020-6596-5_1 · DOI
  19. Hofer, B.K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140. https://doi.org/10.3102/00346543067001088 · DOI · Paper page
  20. Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development Across Cultures, Theory and Applications (2nd ed.). London: Lawrence Erlbaum Associates.
  21. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228. https://doi.org/10.3102/00346543072002177 · DOI
  22. King, P.M., & Kitchener, K.S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5-18. https://doi.org/10.1207/s15326985ep3901_2 · DOI
  23. Kitayama, S., Duffy, S., & Uchida, Y. (2007). Self as cultural mode of being. In Kitayama, S., & Cohen, D., (Eds.), Handbook of cultural psychology (pp. 136-174). New York: The Guilford Press.
  24. Koballa, T.R., Glynn, S.M., Upson, L., & Coleman, D.C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308. https://doi.org/10.1007/s10972-005-0192-5 · DOI
  25. Koballa, T.R, Graber,W., Coleman, D.C. and Kemp, A.C. (2000) Prospective gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224. https://doi.org/10.1080/095006900289967 · DOI
  26. Krippendorff, K. (2004). Content analysis: an introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
  27. Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435- 451. https://doi.org/10.1016/j.cogdev.2008.09.006 · DOI
  28. Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers' representations of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343-1363. https://doi.org/10.1080/09500690802187058 · DOI
  29. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.95-132). Dordrecht, The Netherlands: Kluwer.
  30. Marton, F., Dall'Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  31. Muis, K.R., & Franco, G.M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306-318. https://doi.org/10.1016/j.cedpsych.2009.06.005 · DOI
  32. Muis, K. R., Trevors, G., Duffy, M., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the Nature of Students' Epistemic Beliefs Using a Multiple Methods Approach. The Journal of Experimental Education, 84(2), 264-288. https://doi.org/10.1080/00220973.2015.1048843 · DOI
  33. Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. https://doi.org/10.1207/s15430421tip4102_8 · DOI
  34. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307 · DOI · Paper page
  35. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007- 9049-6 · DOI
  36. Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315. https://doi.org/10.1002/(SICI)1098- 237X(199606)80:3<283::AID-SCE2>3.0.CO;2-A Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2009). Measuring teachers' pedagogical content knowledge in primary technology education. Research in Science & Technological Education, 27(3), 327-338. https://doi.org/10.1080/02635140903162652 · DOI
  37. Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. and Alexander, P., (Ed.), Beliefs about text and about text instruction (pp. 25-39). Hillsdale, NJ: Erlbaum.
  38. Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1),19-29 https://doi.org/10.1207/s15326985ep3901_3 · DOI
  39. Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57(1). https://doi.org/10.17763/haer.57.1.j463w79r56455411 Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004 · DOI · Paper page
  40. Stathopoulou, C., & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, 32, 255-281. https://doi.org/10.1016/j.cedpsych.2005.12.002 · DOI
  41. Triandis, H. C. (1995). Individualism and Collectivism. Boulder, Colo.: Westview Press.
  42. Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733- 1750. https://doi.org/10.1080/0950069042000230776 · DOI
  43. Tsai, C.-C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783. https://doi.org/10.1080/09500690110049132 · DOI
  44. Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). '150 different ways' of knowing: Representations of knowledge in teaching. In Calderhead, J., (Eds.), 'Exploring Teachers' Thinking, London: Cassell.

Cited by

Sorted by citations

See all 24

Metadata

Authors
Abant İzzet Baysal University, Bahcivan, E., Cobern, W., & Western Michigan University
Affiliations
Western Michigan University (US)
ORCID
Cobern, William
Venue
Australian Journal of Teacher Education
Publisher
Edith Cowan University
Published
2016-10
Volume
41
Issue
10
Pages
63-86
DOI
10.14221/ajte.2016v41n10.5
OpenAlex
W2565660966
Cited by
24
References
2
Citations by year
2026: 1 · 2025: 1 · 2023: 4 · 2022: 1 · 2021: 5 · 2020: 4 · 2019: 3 · 2018: 4 · 2017: 1
FWCI
10.68
Type
journal article
Language
en
Open access
Locations
Australasian Journal of Paramedicine (submittedVersion)
Funders
Türkiye Bilimsel ve Teknolojik Araştırma Kurumu
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
teacher beliefs, pedagogical content knowledge, science teaching practice, personal epistemology, self-construal, teacher self-efficacy, in-service science teachers

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Investigating Coherence among Turkish Elementary Science Teachers’ Teaching Belief Systems, Pedagogical Content Knowledge and Practice. https://app.cochat.ai/papers/10.14221/ajte.2016v41n10.5
The paper
Abant İzzet Baysal University, Bahcivan, E., Cobern, W., & Western Michigan University. (2016). Investigating Coherence among Turkish Elementary Science Teachers’ Teaching Belief Systems, Pedagogical Content Knowledge and Practice. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.2016v41n10.5