This paper describes an action research study aimed at challenging and changing the epistemological views of pre-service science teachers (PSTs) during a core course on educational psychology in a teacher education programme. The researcher, as an instructor, used this course to provide learning opportunities for PSTs to change their existing traditional views about learning and to develop a constructivist view of learning and teaching science. To capture PSTs' epistemological views and to follow changes in these views, data were collected in the form of written reflections of student teachers about their views on learning and teaching science, at the beginning and the end of the course. During the course, student teachers explored various paradigms of learning and relevant learning theories in the context of science education. Student teachers were encouraged to reflect on and discuss their own experiences of learning science and possible options for future science teaching. Analysis of the data collected demonstrated a significant shift in the PSTs' views about science learning. The action research provides evidence for the effectiveness of the core course and suggests a plan of action for the future to improve the course, aiming at changing the views of student teachers about learning and teaching science.