Development and validation of epistemological beliefs survey with cognitive cultural and pedagogical dimensions

This study employed a cross-sectional survey design to investigate physics teachers’ epistemological beliefs, including the development and implementation of a survey. Three hundred fifty-four physics teachers were selected from different types of high schools in a metropolitan city in Turkey. The researchers formulated a survey to perform reliability and validity analysis and use statistical methods to answer research questions. Outcomes revealed there were minimal and statistically insignificant gender differences in epistemological beliefs of high school physics teachers across the dimensions of science, culture, knowledge, and learning. The overall mean scores indicated that teachers had moderately strong epistemological beliefs. However, their beliefs about knowledge and learning were more substantial than those concerning science and culture. Teachers’ perceptions of science and culture were more context-dependent and related to professional development. These findings provide a base for developing teachers’ motivation and self-efficacy through a professional development program.