Investigation of Science Teachers' Views of Epistemic, Cognitive, and Social-Institutional Aspects of Science
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| Title: | Investigation of Science Teachers' Views of Epistemic, Cognitive, and Social-Institutional Aspects of Science |
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| Language: | English |
| Authors: | Beyza Okan (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(4):850-871. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Science Teachers, Teacher Attitudes, Epistemology, Cognitive Processes, Science and Society, Scientific Principles, Scientific Attitudes, Scientific Methodology, Foreign Countries, Social Values, Politics, Power Structure |
| Geographic Terms: | Turkey |
| ISSN: | 2147-611X |
| Abstract: | This study examined science teachers' views on the Reconceptualized Family Resemblance Approach to Nature of Science (RFN). Semi-structured individual online interviews including questions related to all categories of the RFN were conducted with eight science teachers to explore their views on the epistemic, cognitive, and social-institutional aspects of science. The results indicated that while some teachers held informed views on certain cognitive-epistemic aspects, others maintained naïve views on scientific practices and methods. For example, they did not differentiate practices and methods and described methods as step-by-step activities. The teachers also emphasized that scientific knowledge could develop and change over time, but they did not discuss the theory, law, or model as types of scientific knowledge. Although nearly all teachers addressed each social-institutional aspect, most were unable to elaborate on their ideas as outlined in RFN. Some also held naïve views on professional activities. It is believed that incorporating explicitly the Reconceptualized Family Resemblance Approach to Nature of Science, which includes epistemic, cognitive, and social-institutional aspects of science and offers a holistic view of science into teacher education programs could significantly enhance teachers' understanding of the Nature of Science. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475590 |
| Database: | ERIC |
| Abstract: | This study examined science teachers' views on the Reconceptualized Family Resemblance Approach to Nature of Science (RFN). Semi-structured individual online interviews including questions related to all categories of the RFN were conducted with eight science teachers to explore their views on the epistemic, cognitive, and social-institutional aspects of science. The results indicated that while some teachers held informed views on certain cognitive-epistemic aspects, others maintained naïve views on scientific practices and methods. For example, they did not differentiate practices and methods and described methods as step-by-step activities. The teachers also emphasized that scientific knowledge could develop and change over time, but they did not discuss the theory, law, or model as types of scientific knowledge. Although nearly all teachers addressed each social-institutional aspect, most were unable to elaborate on their ideas as outlined in RFN. Some also held naïve views on professional activities. It is believed that incorporating explicitly the Reconceptualized Family Resemblance Approach to Nature of Science, which includes epistemic, cognitive, and social-institutional aspects of science and offers a holistic view of science into teacher education programs could significantly enhance teachers' understanding of the Nature of Science. |
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| ISSN: | 2147-611X |
