A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions

This study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL). The aim of the study was to investigate the structural relations among pre-service science teachers' SEBs, COTL and digital literacy skills and to determine the reasons for these relations. First, quantitative research was conducted to examine the structural...