Epistemological Conceptions in Teacher Education: A Study with Students from Luanda

Authors

DOI:

https://doi.org/10.46328/ijres.1759

Keywords:

Epistemological conceptions, Science nature, Learning theories, Personal Didactic Model, Teaching methodologies

Abstract

Epistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher’s Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the “didactic model” through the “learning theory”, the “image of Science” and the “teaching methodologies”. The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents.

Author Biographies

Maria Conceição Costa, Research and Development Center in Mathematics and Applications and Department of Mathematics, Aveiro University

https://www.ua.pt/pt/p/10316235

Jorge Bonito, Research Center in Education and Psychology and School of Social Sciences, Evora University, and Research Center in Didactics and Technology in the Training of Trainers, Aveiro University

http://home.uevora.pt/~jbonito/

References

Victor, E. C., Costa, M. C., & Bonito, J. (2021). Epistemological conceptions in teacher education: A study with students from Luanda. International Journal of Research in Education and Science (IJRES), 7(2), 479-504. https://doi.org/10.46328/ijres.1759

Downloads

Published

2021-04-01

Issue

Vol. 7 No. 2 (2021)

Section

Articles

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.