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ERIC Number: EJ882926
Record Type: Journal
Publication Date: 2010-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0263-5143
Epistemology and Science Education: A Study of Epistemological Views of Teachers
Apostolou, Alexandros; Koulaidis, Vasilis
Research in Science & Technological Education, v28 n2 p149-166 Jul 2010
The aim of this paper is to study the epistemological views of science teachers for the following epistemological issues: scientific method, demarcation of scientific knowledge, change of scientific knowledge and the status of scientific knowledge. Teachers' views for each one of these epistemological questions were investigated during semi-structured interviews. These issues were studied according to the following epistemological positions: empirico-inductivism, hypothetico-deductivism, contextualism and relativism. In general, the analysis of the interviews showed that a mixture of empirico-inductive and contextualist positions were dominant among science teachers for most epistemological issues. The hypothetico-deductive views appeared to have little support. For the question of scientific method teachers appear to have eclectic views. (Contains 4 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece