ParticipantsThe participants of the

Participants
The participants of the study were 22 (13 females, 9 males) volunteer primary pre-service teachers studying at the Faculty of Education in the Department of Elementary Education of a public university. The participants were in their sophomore year for the 2013–2014 academic year. Their mean age was 22 and their average GPA was 2.4. They expressed willingness to participate in the study but requested to remain anonymous. The study was conducted the Teaching Science and Technology course in a public rural university. The primary pre-service teachers taught two separate sections supervised by the same instructor. The sampling method used was the purposive sampling because the aim of the present study is to examine primary preservice teachers’ epistemological beliefs and their teaching practices. Due to the characteristics of qualitative research, the results do not need to be generalized to the entire university; we would like to examine deeply their epistemological beliefs. The primary pre-service teachers attended classroom observations once a week in a public primary school. These observations were conducted in Teaching Science and Technology course. When these primary pre-service teachers graduate from the primary education program, they will teach science, social studies, arts, and mathematics courses to primary students. Given that they are required to master these subjects, the primary teacher education program includes training on these courses and the instructional strategies applied in teaching these classes. Some courses primary pre-service teachers took were as follow: General Chemistry, General Physics, General Biology, Mathematics, Educational Psychology, Language, Foreign Language, Geography, History, Teaching Principles and Methods, Teaching Techniques and Material Design, Science Technology Laboratory Applications. These courses include basic science, mathematics, social science.
Procedure and Data Collection Instruments
As previously stated, data were collected from science learning histories, open-ended questionnaires on epistemological beliefs, classroom observation reports, lesson plans, and reflective diaries. On the basis of such data, the primary pre-service teachers’ epistemological beliefs were determined and the relationship between such views and teaching experiences was investigated.
Science Learning Histories
The science learning histories were used to determine the primary pre-service teachers’ epistemological beliefs. Kang (2008) developed questions regarding the history of science learning in

Hasil (Bahasa Indonesia) 1:

PesertaThe participants of the study were 22 (13 females, 9 males) volunteer primary pre-service teachers studying at the Faculty of Education in the Department of Elementary Education of a public university. The participants were in their sophomore year for the 2013–2014 academic year. Their mean age was 22 and their average GPA was 2.4. They expressed willingness to participate in the study but requested to remain anonymous. The study was conducted the Teaching Science and Technology course in a public rural university. The primary pre-service teachers taught two separate sections supervised by the same instructor. The sampling method used was the purposive sampling because the aim of the present study is to examine primary preservice teachers’ epistemological beliefs and their teaching practices. Due to the characteristics of qualitative research, the results do not need to be generalized to the entire university; we would like to examine deeply their epistemological beliefs. The primary pre-service teachers attended classroom observations once a week in a public primary school. These observations were conducted in Teaching Science and Technology course. When these primary pre-service teachers graduate from the primary education program, they will teach science, social studies, arts, and mathematics courses to primary students. Given that they are required to master these subjects, the primary teacher education program includes training on these courses and the instructional strategies applied in teaching these classes. Some courses primary pre-service teachers took were as follow: General Chemistry, General Physics, General Biology, Mathematics, Educational Psychology, Language, Foreign Language, Geography, History, Teaching Principles and Methods, Teaching Techniques and Material Design, Science Technology Laboratory Applications. These courses include basic science, mathematics, social science.Procedure and Data Collection InstrumentsAs previously stated, data were collected from science learning histories, open-ended questionnaires on epistemological beliefs, classroom observation reports, lesson plans, and reflective diaries. On the basis of such data, the primary pre-service teachers’ epistemological beliefs were determined and the relationship between such views and teaching experiences was investigated.Science Learning HistoriesThe science learning histories were used to determine the primary pre-service teachers’ epistemological beliefs. Kang (2008) developed questions regarding the history of science learning in

Hasil (Bahasa Indonesia) 2:

Peserta
Peserta penelitian adalah 22 (13 perempuan, laki-laki 9) relawan guru pra-layanan utama kuliah di Fakultas Pendidikan di Departemen Pendidikan Dasar dari sebuah universitas publik. Para peserta di tahun kedua mereka untuk tahun akademik 2013-2014. Usia rata-rata mereka adalah 22 dan IPK rata-rata adalah 2,4. Mereka menyatakan kesediaannya untuk berpartisipasi dalam penelitian tetapi diminta untuk tetap anonim. Penelitian dilakukan Sains Pengajaran dan Teknologi di sebuah universitas pedesaan publik. Para guru pra-layanan utama mengajar dua bagian terpisah diawasi oleh instruktur yang sama. Metode sampling yang digunakan adalah purposive sampling karena tujuan dari penelitian ini adalah untuk menguji keyakinan epistemologis guru preservice utama 'dan praktik mengajar mereka. Karena karakteristik penelitian kualitatif, hasilnya tidak perlu digeneralisasi ke seluruh universitas; kami ingin memeriksa secara mendalam keyakinan epistemologis mereka. Para guru pra-layanan utama menghadiri observasi kelas seminggu sekali di sebuah sekolah dasar negeri. Observasi ini dilakukan dalam Pengajaran Ilmu dan Teknologi. Ketika guru-guru pra-layanan utama lulus dari program pendidikan dasar, mereka akan mengajarkan IPA, IPS, seni, dan mata pelajaran matematika untuk siswa sekolah dasar. Mengingat bahwa mereka diwajibkan untuk menguasai mata pelajaran ini, program pendidikan guru SD meliputi pelatihan tentang program ini dan strategi pembelajaran yang diterapkan dalam mengajar kelas-kelas ini. Beberapa program guru pra-layanan utama mengambil adalah sebagai berikut: General Kimia, Fisika Umum, Biologi Umum, Matematika, Psikologi Pendidikan, Bahasa, Bahasa Asing, Geografi, Sejarah, Pengajaran Prinsip dan Metode, Teknik Pengajaran dan Bahan Desain, Laboratorium Ilmu Teknologi Aplikasi . Kursus ini meliputi ilmu dasar, matematika, ilmu sosial.
Prosedur dan Pengumpulan Data Instrumen
Seperti yang dinyatakan sebelumnya, data dikumpulkan dari sejarah pembelajaran sains, kuesioner terbuka pada keyakinan epistemologis, laporan observasi kelas, rencana pelajaran, dan buku harian reflektif. Atas dasar data tersebut, para guru pra-layanan utama 'keyakinan epistemologis ditentukan dan hubungan antara pandangan tersebut dan pengalaman mengajar diselidiki.
Ilmu Belajar Sejarah
di sejarah pembelajaran sains digunakan untuk menentukan guru pra-layanan utama 'keyakinan epistemologis . Kang (2008) mengembangkan pertanyaan mengenai sejarah pembelajaran sains di