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Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RAP: Revista Brasileira de Administração Pública is the property of RAP: Revista Brasileira de Administracao Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The construction and validation of new tools for epistemological studies in science education is very important and few studies perform a validation process using techniques from multivariate statistics. As suggested by the literature, there are several tools to identify epistemological views about the science as a whole, but few focused on the mapping of field-dependent beliefs, or views about specific scientific areas, such as the ecology, which has received less attention from researchers. Thus, this paper aimed to: i) validate new questionnaires for identification of epistemological beliefs about the science, the professional ecology, and the school ecology (teaching ecology), and ii) characterize the profiles of epistemological beliefs of the teachers who answered these questionnaires. We designed three questionnaires with Likert five-point scale, and carried out a cross-sectional online survey, using non-probabilistic convenience sampling. The sample size was 80 participants. The factor analysis and the internal consistency analysis (Cronbach's alpha) allowed to evaluate the validity and reliability of our questionnaires, which is performed only in a qualitative/subjective way by most researchers. In addition, the cluster analysis allowed to map which groups of teachers showed sophisticated epistemological beliefs, and which presented naïve views. Therefore, the statistical techniques contributed offering more objective criteria for the interpretation of the results. [ABSTRACT FROM AUTHOR]