Exploring pre-service science teachers’ epistemological beliefs and views of nature of science

Abstract

The purpose of the study was to explore pre-service science teachers’ epistemological beliefs and views of nature of science. A convergence-parallel mixed-methods design was used. Participants consisted of 40 pre-service science teachers (16 females and 24 males) from four Colleges of Education in the Northern, Upper East and Upper West Regions of Ghana. Twenty each from level 200 and level 300 classes. Purposive sampling was used to sample four Science and Mathematics Colleges of Education. Simple random sampling was used to select 10 pre-service science teachers from each college. The instruments used for data collection were the Views of nature of science form C (VNOS-C), Epistemological Beliefs Questionnaire (EBQ), Epistemological Beliefs Inventory (EBI), Views of Nature of Science Inventory (VNOSI) and Semistructured interview guide. Quantitative data were analysed using descriptive statistics, and independent samples t-tests. Thematic content analysis was used to analyse the qualitative data. Majority (72.5%) of the pre-service science teachers held naïve epistemological beliefs. The pre-service science teachers held naïve beliefs in the dimensions of quick learning, omniscient authority, simple knowledge, and innate ability. However, 25% held transitional beliefs in the dimension of certain knowledge. Most (62.5%) of the pre-service science teachers held a transitional view of the nature of science. However, they held informed views on the subjective nature of science and the socio-cultural nature of science. Also, they held transitional views on the tentative nature of science, differences between theory and law and differences between observation and inferences. However, the pre-service science teachers held naïve views on the empirical nature of science and the creative/imaginative nature of science. Pearson correlation indicated a negatively weak and no significant correlation between epistemological beliefs and views of the nature of science. Also, there was no statistically significant difference in epistemological beliefs between level 200 and level 300 pre-service teachers. There was no statistically significant difference in epistemological beliefs between male and female pre-service science teachers. The preservice science teachers would likely communicate the facts or end products of science in their teaching while neglecting how scientific knowledge was constructed. Preservice science teachers’ classroom practice would improve if they develop informed epistemological belifs and views of nature of science. The study recommended that explicit attention should be given to nature of science and epistemological beliefs, and relevant teaching strategies such as the uses of historical case studies, socio-scientific discussions, inquiry activities, teaching process skills should be used to ensure that nature of science instruction is extensively integrated into colleges of education science programs.