Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

This exploratory case study aims to determine how preschool teachers’ epistemological beliefs influence their pedagogical conceptualizations of science teaching. The research was conducted with a total 10 teachers that were selected among 61 by beliefs. participants divided into two sub-groups consisting five persons each represent the lower and higher profiles, based on scores obtained from Epistemological Belief Scale Towards Learning (EBSTL). A written form (Content Representation Task [CRT]) reflecting content representations (CoRes) methodology applied these participants’ early childhood teaching reveal PCK integration. qualitative data collected in this way analyzed through constant comparative method, inductive analysis, in-depth explicit enumerative approach, mapping. analysis results showed referred more literacy vision tended use inquiry-based approaches, they addressed holistic structure. Finally, both groups insufficient integrate assessment curriculum components directed practices vision.