Examining the relationship between pre-service science teachers' epistemological beliefs and their perceptions of constructivist approach

The aim of this study is to examine the relationship between pre-service science teachers' epistemological beliefs and their perceptions of constructivist approach. The study group of the research consists of a total of 138 pre-service science teachers, 44 from the 1st grade, 41 from the 2nd grade, 34 from the 3rd grade and 19 from the 4th grade, studying at Pamukkale University, Faculty of Education, Department of Science Education in the academic year 2023-2024. In the study, data were collected with Epistemological Belief Scale and Constructivist Learning Environment Scale and descriptive survey model was used as one of the quantitative research methods. Descriptive statistics and analysis of variance for each scale separately by using the results of Epistemological Belief Scale (EBS) and Constructivist Approach Learning Environment Scale (CALES) applied to pre-service teachers were recorded in SPSS 22 package program and statistical analysis was performed. Kolmogorov-Smirnov normality test, one-way analysis of variance (ANOVA), Bonferroni tests were used as multiple comparison test and Pearson correlation analysis coefficient was used. As a result of the study, it was revealed that first grade students had the belief that learning depends on ability more than fourth grade students. First and third grade students had significantly higher scores for believing that there is only one truth than fourth grade students. This shows that third grade pre-service teachers tend to believe that there is only one undeveloped truth. In the study Epistemological Belief Scale According to the results, it was determined that pre-service teachers had more developed/matured beliefs from the first grade level to the fourth grade level, in other words, as the grade level increased. Participants in the study science teacher It was concluded that pre-service science teachers had the qualifications required by the constructivist approach at a high level in general