Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
This study aimed to determine the epistemological beliefs among science teachers inPerak and to determine if the epistemological beliefs is good predictors of instructionalpractices. The study was also designed to determine if the teaching and learningconception is a good predictor of instructional...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=5410 |
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| Summary: | This study aimed to determine the epistemological beliefs among science teachers inPerak and to determine if the epistemological beliefs is good predictors of instructionalpractices. The study was also designed to determine if the teaching and learningconception is a good predictor of instructional practices among science teachers inPerak. Quantitative approach was used for this study. The study involved 231 Science teachers fromprimary schools in Perak districts. Three types of research instruments were employed which areEpistemological Beliefs Questionnaire (EBQ), Teaching and Learning Conceptions Questionnaire (TLCQ)and Instructional Practices Questionnaire (IPQ). The validation procedure of theepistemological beliefs instrument involved validity, reliability and construct validity test.Data were analysed using descriptive and multiple regression analysis. The finding showedthat Science teachers possessed positive epistemological beliefs (M= 3.88, SD = 0.32). Agreat number of Science teachers in Perak preferred to use constructivist teaching conception(M= 4.40, SD = 0.36) than traditional teaching conception (M= 3.47, SD= 0.75). Teaching andlearning conception holds by Science teachers is a good predictor of the instructional practices.Analysis of the regression indicated that standard contemporary practice (= 0.47, p |
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