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20-04-2024 | Original research

The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

Authors: Davut Sarıtaş, Oktay Kızkapan

Published in: Technology, Knowledge and Learning | Issue 3/2024

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Abstract

While the epistemic beliefs are defined as beliefs about knowledge and knowing, the nature of science (NOS) is about the epistemological and ontological foundations of science, how scientists work, how scientific knowledge is produced, how it is tested and validated and how society affects or reacts to science. In this study, the link between pre-service science teachers’ general epistemic beliefs (GEB) and their understanding of NOS was examined qualitatively. Hermeneutic phenomenological design was used in the study and the data were obtained from semi-structured interviews with five pre-service science teachers who participated voluntarily. In the analysis, the links of two different phenomena were reached from a single data set. As a result of the research, specific links were found between different types of general epistemic belief dimensions, which are mostly sophisticated, and NOS dimensions. These links were found to confirm many of the divergent relationships quantitatively identified in the literature. In addition, as an original result, it was seen that the relationships previously identified with quantitative methods could be qualitatively differentiated and some relationships not found in the literature could be possible. As a result of the study, it was determined that pre-service science teachers justified their beliefs with their understanding of science and scientific knowledge. When this case is analyses in the light of the literature, it can be explained by the possible influence of science which constitutes the context of the participants. It can be said that the participants approximated their general epistemic beliefs to scientific epistemology in the manner of domain-specific epistemic beliefs (DEB) and finally concretized them with statements emphasizing their understanding of NOS. Moreover, the results imply that participants can justify their developed epistemic beliefs through authorities, both personal and with reference to science, according to the epistemological nature of the knowledge implied. In this respect, the research proposes a testable scheme that reveals holistic connections between GEB and NOS. It also encourages further research into the possible direction of causality underlying the transitivity between GEB–DEB–NOS and scientific epistemological beliefs in its context.

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Title: The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs
Authors: Davut Sarıtaş
Oktay Kızkapan
Publication date: 20-04-2024
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-024-09730-9

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Original research

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Original research

Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

Original research

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

Original research

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Original research

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

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The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

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Other articles of this Issue 3/2024

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

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Springer Professional

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Springer Professional "Wirtschaft+Technik"

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Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care