Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science
Metadatos
Afficher la notice complèteAuteur
Bati, KaanEditorial
Universidad de Granada
Materia
Epistemology Nature of science Prospective preschool teachers Science teaching attitudes TACO
Date
2022-06-01Referencia bibliográfica
Kaan Batı (2022). Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science Journal for Educators, Teachers and Trainers,Vol. 13(3). 1 – 14. DOI: [10.47750/jett.2022.13.03.001]
Résumé
This research aims to determine how prospective pre-school teachers' epistemological beliefs and
nature of science (NoS) views predict their science teaching attitudes, and to interpret which subdimensions
of NoS views and epistemological beliefs are more influence science teaching attitudes
using the Topological Analysis of Correlations (TACO) model proposed in this study. The research
was conducted with 388 (310 females, 78 males) prospective pre-school teachers in the 2018/2019
academic year. Analysis results revealed that preservice pre-school teachers' epistemological beliefs
and NoS views predicted the variation in science teaching attitudes by 47% (F = 169.681, p = .000). It
was determined that the "methodological approach" and "scientific attitude" sub-dimensions of
epistemological beliefs and the "characteristics of science" sub-dimension of NoS have strong
correlations with the science teaching attitudes. The TACO model showed that epistemological beliefs
are a lowered altitude that begins from the nature of scientific knowledge and continues across all
dimensions of NoS. Findings of this study could be significant to develop educational materials in
prospective pre-school teacher education and we believe that TACO, with its holistic assessment
structure that includes all the variables in the study, has the potential to be an alternative analysis
method for further research on teacher views on the NOS and their epistemological beliefs that
impact on their science teaching in pre-schools.