Epistemological beliefs as predictor of the instructional practices of science teachers in Perak

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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Main Author: Noraniza Jaffry
Format: thesis
Language:eng
Published: 2019
Subjects:
BD Speculative Philosophy
Online Access:https://ir.upsi.edu.my/detailsg.php?det=5410
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id oai:ir.upsi.edu.my:5410
record_format uketd_dc
institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic BD Speculative Philosophy
spellingShingle BD Speculative Philosophy
Noraniza Jaffry
Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
description 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
format thesis
qualification_name
qualification_level Master's degree
author Noraniza Jaffry
author_facet Noraniza Jaffry
author_sort Noraniza Jaffry
title Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
title_short Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
title_full Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
title_fullStr Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
title_full_unstemmed Epistemological beliefs as predictor of the instructional practices of science teachers in Perak
title_sort epistemological beliefs as predictor of the instructional practices of science teachers in perak
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=5410
_version_ 1747833191637450752
spelling oai:ir.upsi.edu.my:54102020-12-08 Epistemological beliefs as predictor of the instructional practices of science teachers in Perak 2019 Noraniza Jaffry BD Speculative Philosophy 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 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5410 https://ir.upsi.edu.my/detailsg.php?det=5410 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Al-Amoush, S., Usak, M., Erdogan, M., Markic, S., & Eilks, I. (2013). 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