Exploring the Connections between Epistemological Beliefs, Worldviews, and Psychological Self-Efficacy of Preservice Science Teachers

Abstract

The study investigates the epistemological beliefs of elementary school preservice science teachers (PSTs) and the connections between those beliefs, their epistemological worldviews, and their sense of professional competence. The Science Teaching Efficacy Belief Instrument, the Epistemological World Views Scale, and the Epistemological Questionnaire were completed by 429 PSTs from five major institutions in Asia. Factor analysis revealed four elements of the Epistemological Questionnaire: All-Knowing Power, Simple Knowledge, Certain Knowledge, and Innate Capability. Multiple regression analysis showed that self-efficacy, result expectation, and worldview were significant predictors of "Innate Ability" component scores. Epistemological worldviews were found to be a significant predictor of "Simple Knowledge" scores, while only result expectation significantly predicted "Certain Knowledge" scores. The scores on the "Omniscient Authority" item did not differ substantially based on any of the predictor factors. The findings suggest that PSTs in Asian culture hold multidimensional epistemological beliefs, and while they may have acquired more nuanced views on some aspects, their beliefs on others were less nuanced. Moreover, PSTs believed that recalling scientific ideas and information is essential for students' success when using student-centered approaches to teaching science.The study provides insights into the relationships between epistemological beliefs, worldviews, and self-efficacy in PSTs. It highlights the importance of understanding how PSTs' beliefs and views can impact their teaching practices and students' learning outcomes. The findings suggest that teacher education programs should focus on developing PSTs' epistemological beliefs and worldviews, as well as their self-efficacy, to promote effective science teaching practices.