Epistemological beliefs reflect the views of individuals in terms of what they believe knowledge is, what the validity and reliability of knowledge is and how it is produced and shared. The aim of this study was to examine the epistemological beliefs of pre-service science and classroom teachers in terms of class level, gender and department type. In this study, survey method was used. In this context, in order to determine epistemological beliefs of 107 preservice teachers (62 science teachers and 45 classroom teachers) that consist of participants, “Epistemological Belief Scale” were used developed by Schommer (1990) and adopted in Turkish by Deryakulu and Buyukozturk (2002). At the end of the study the epistemological belief level of the clasroom teachers and science teachers was found as high/developed (sophisticated) level in the factor of depends on effort learning and depends on the ability. In addition, the epistemological bilief level was found as low/undeveloped (naive) level in factor of only one truth exist. When the research was examined according to department, and class level variables, meaningful differences weren't found between variables. But, findings indicated that pre-service teachers’ epistemological beliefs differed based on gender in the factor of effort learning in favour of the female. As a result, this study found that candidate teachers held constructive epistemological beliefs based on total points.
Epistemological Bliefs, Science Teachers, Clasroom Teachers, Preservice Teacher