摘要：The purpose of the study is to investigate pre-service science teachers’ epistemological beliefs and the possible causes of these beliefs. This study is theoretically framed by using Schommer’s multi-dimensional Epistemological Beliefs Model. This study is designed using the Q-method, which aims to reveal subjective structures, attitudes and perspectives from the viewpoint of the individuals. The sample of this study consists of 12 pre-service science teachers. Data are collected using the Epistemological Beliefs Inventory throughout interviewing with each participant separately, and all interviews are audio recorded for Q analysis. Within thirty-two items in the nine ranges of intervals, all the factors are determined by centroid factor analysis in PQ-method software. According to the analyses, participants have informed understandings about tentativeness of scientific knowledge, subjectivity, learning differences, and they mostly deny the existence of omniscient authority. It is also found that courses are taken in college, personal experiences and observations, and socio-cultural structure are effective in forming the epistemological beliefs of the pre-service science teachers. It is assumed that this study with Q-method might contribute valuable insights and have implications for research in science education and allow this method to be used more frequently in future studies.
