DISCUSSION AND CONCLUSIONThis study

DISCUSSION AND CONCLUSION
This study investigated pre-service teachers’ epistemological beliefs and teaching practices. The pre-service teachers’ epistemological beliefs were mostly sophisticated, and they used some constructivist approaches in their teaching practice. These findings are attributed to the fact that in the university where the pre-service teachers were studying, pre-service teachers were generally instructed with a constructivist approach that focused on their epistemological beliefs. The reason of this result could be that pre-service teachers could be familiar with the properties of constructivist teaching approach, and they all know that this approach is a better approach for the development of student learning (because in the faculty all instructors emphasize the importance of this approach). In addition to this, in the present study, pre-service teachers were instructed about epistemological beliefs and so they used constructivist approach. For example, pre-service teacher having sophisticated beliefs believe that knowledge is tentative and so he/she designs his/her teaching method accordingly. In the present study, pre-service teachers epistemic belief in “science” was developed by using teaching approach promoting epistemological beliefs in the course taught in educational faculty. Also, pre-service teachers’ classroom observation reports demonstrated that epistemological belief in “knowledge production” (i.e. constructivist) was developed. Besides this, pre-service teachers’ reflective diaries showed that their belief about science teaching was promoted. Like Sandoval and Çam (2011) suggestion that students’ epistemological beliefs can be promoted by using teaching methods that center on the promotion of epistemological beliefs; in the present study, the pre-service teachers implemented a teaching method that

Hasil (Bahasa Indonesia) 1:

DISKUSI DAN KESIMPULANThis study investigated pre-service teachers’ epistemological beliefs and teaching practices. The pre-service teachers’ epistemological beliefs were mostly sophisticated, and they used some constructivist approaches in their teaching practice. These findings are attributed to the fact that in the university where the pre-service teachers were studying, pre-service teachers were generally instructed with a constructivist approach that focused on their epistemological beliefs. The reason of this result could be that pre-service teachers could be familiar with the properties of constructivist teaching approach, and they all know that this approach is a better approach for the development of student learning (because in the faculty all instructors emphasize the importance of this approach). In addition to this, in the present study, pre-service teachers were instructed about epistemological beliefs and so they used constructivist approach. For example, pre-service teacher having sophisticated beliefs believe that knowledge is tentative and so he/she designs his/her teaching method accordingly. In the present study, pre-service teachers epistemic belief in “science” was developed by using teaching approach promoting epistemological beliefs in the course taught in educational faculty. Also, pre-service teachers’ classroom observation reports demonstrated that epistemological belief in “knowledge production” (i.e. constructivist) was developed. Besides this, pre-service teachers’ reflective diaries showed that their belief about science teaching was promoted. Like Sandoval and Çam (2011) suggestion that students’ epistemological beliefs can be promoted by using teaching methods that center on the promotion of epistemological beliefs; in the present study, the pre-service teachers implemented a teaching method that

Hasil (Bahasa Indonesia) 2:

DISKUSI DAN KESIMPULAN
Penelitian ini meneliti keyakinan epistemologis pre-service guru dan praktek mengajar. Keyakinan epistemologis pra-layanan guru kebanyakan canggih, dan mereka menggunakan beberapa pendekatan konstruktivis dalam praktek mengajar mereka. Temuan ini dikaitkan dengan fakta bahwa di universitas mana guru pre-service sedang belajar, guru pre-service umumnya diperintahkan dengan pendekatan konstruktivis yang berfokus pada keyakinan epistemologis mereka. Alasan hasil ini bisa menjadi guru pra-layanan bisa menjadi akrab dengan sifat-sifat pendekatan pengajaran konstruktivis, dan mereka semua tahu bahwa pendekatan ini adalah pendekatan yang lebih baik untuk pengembangan belajar siswa (karena di fakultas semua instruktur menekankan pentingnya dari pendekatan ini). Selain ini, dalam penelitian ini, guru pre-service diinstruksikan tentang keyakinan epistemologis dan sehingga mereka menggunakan pendekatan konstruktivis. Misalnya, guru pre-service memiliki keyakinan canggih percaya bahwa pengetahuan adalah tentatif dan sehingga ia / dia desain / metode pengajaran nya sesuai. Dalam penelitian ini, guru pre-service keyakinan epistemik di "ilmu" ini dikembangkan dengan menggunakan pendekatan pengajaran mempromosikan keyakinan epistemologis dalam kursus diajarkan di fakultas pendidikan. Juga, laporan observasi kelas pre-service guru menunjukkan bahwa keyakinan epistemologis dalam "produksi pengetahuan" (yaitu konstruktivis) dikembangkan. Selain itu, buku harian reflektif pre-service guru menunjukkan bahwa keyakinan mereka tentang pengajaran ilmu dipromosikan. Seperti Sandoval dan CAM (2011) saran bahwa keyakinan epistemologis siswa dapat dipromosikan dengan menggunakan metode pengajaran yang berpusat pada promosi keyakinan epistemologis; dalam penelitian ini, para guru pre-service menerapkan metode pengajaran yang