Today, science educators accept that digital literacy has been one of the key concepts for science teachers in terms of creating meaningful science learning environments. Although there are many research attempts investigating digital literacy in science teacher education literature, the interrelations of this concept to cognitive and metacognitive aspects are still blurred. In this regard, this study was conducted to investigate the structural relations among preservice science teachers’ epistemological beliefs, self-regulated learning skills, and digital literacy as well as the reasons for these relations. A sequential explanatory research design guided this two-step study. The first step involved structural equation modeling analysis of data from 612 preservice science teachers. The second step focused on the reasons for the structural relations observed in the first step. Six participants were selected as the cases in the latter. Overall, the results showed that participants’ epistemological beliefs, self-regulation skills, and digital literacy are closely related to each other. Epistemological and self-regulational filters as well as epistemic bias and the context in which the filters exist directly affect these relationships. Considering the results, it was suggested that preservice science teachers should be involved in inquiry-based and argumentation-based learning mediums since these types of mediums contribute positively to the development of epistemological beliefs and self-regulation skills.

如今，科学教育者已经接受了数字素养已成为理科教师在创建有意义的科学学习环境方面的关键概念之一。尽管在科学教师教育文献中有许多研究数字素养的研究尝试，但该概念与认知和元认知方面的相互关系仍然模糊。在这方面，本研究旨在研究职前科学教师的认识论信念，自我调节的学习技能和数字素养之间的结构关系，以及这些关系的原因。循序渐进的研究设计指导了此两步研究。第一步涉及对612名职前科学教师的数据进行结构方程建模分析。第二步集中于第一步中观察到的结构关系的原因。选择了六个参与者作为后者的案例。总体而言，结果表明，参与者的认识论信念，自我调节能力和数字素养彼此密切相关。认识论和自我调节的过滤器以及认知偏见和过滤器所处的环境直接影响这些关系。考虑到结果，建议职前科学教师应参与基于询问和基于论证的学习介质，因为这些类型的介质对认识论信念和自我调节技能的发展有积极作用。结果表明，参与者的认识论信念，自我调节技能和数字素养彼此密切相关。认识论和自我调节的过滤器以及认知偏见和过滤器所处的环境直接影响这些关系。考虑到结果，建议职前科学教师应参与基于询问和基于论证的学习介质，因为这些类型的介质对认识论信念和自我调节技能的发展有积极作用。结果表明，参与者的认识论信念，自我调节技能和数字素养彼此密切相关。认识论和自我调节的过滤器以及认知偏见和过滤器所处的环境直接影响这些关系。考虑到结果，建议职前科学教师应参与基于询问和基于论证的学习介质，因为这些类型的介质对认识论信念和自我调节技能的发展有积极作用。