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Effects of Student-Written Wiki-Based Textbooks on Pre-Service Teachers' Epistemological Beliefs

Use of web technology in student construction of knowledge through writing their own textbooks via the Wikibooks platform may affect their epistemological beliefs. By using Epistemological Beliefs Inventory, this article investigates whether two groups (n = 229) of pre-service teachers' epistemological beliefs change in different learning environments—a traditional course and a Wiki-centered course. The results of quantitative data analysis indicated differences between the epistemological beliefs of the two groups in one dimension—Certain Knowledge—with no significant differences in the other four dimensions—Simple Knowledge, Innate Ability, Omniscient Authority, and Quick Learning. Finally, this article discusses these differences and similarities and their theoretical and practical implications to teacher education programs.