This study was conducted to investigate the relationships among Turkish preservice science teachers’ argumentativeness, epistemological beliefs, and achievement goals, as well as the reasons for coherencies and incoherencies among these variables. A sequential explanatory research design was applied within the 2 following studies. In Study I, the data from 930 preservice science teachers were investigated with structural equation modeling analysis. This analysis presented evidence regarding the relationships among the variables of the study. For example, preservice science teachers’ scientific epistemological beliefs significantly predicted their argumentativeness and goal orientations. In Study II, 2 students were selected for each argument approach and argument avoidance cases. Data were collected through semistructured interviews and analyzed via a content analysis. The results of this study showed that participants’ self-construal impacted the relationships among their argumentativeness, goal orientations and scientific epistemological beliefs. An investigation of a more comprehensive belief system model including preservice science teachers’ self-construal is suggested considering the overall results.

进行这项研究的目的是调查土耳其职前科学教师的论据，认识论信念和成就目标之间的关系，以及这些变量之间连贯性和不连贯性的原因。在以下两个研究中应用了顺序说明性研究设计。在研究I中，通过结构方程模型分析研究了930名职前科学老师的数据。该分析提供了有关研究变量之间关系的证据。例如，职前科学教师的科学认识论信念显着预测了他们的论证性和目标取向。在研究II中，每种论点方法和论点回避案例均选择2名学生。通过半结构化访谈收集数据，并通过内容分析进行分析。这项研究的结果表明，参与者的自我建构影响了他们的论证性，目标取向和科学认识论信念之间的关系。考虑到整体结果，建议对包括职前科学教师的自我建构在内的更全面的信念系统模型进行研究。