TY - JOUR
T1 - Nested epistemologies
T2 - Science teachers' beliefs of teaching, learning and science
AU - Tsai, Chin Chung
PY - 2002/8/1
Y1 - 2002/8/1
N2 - This study explores the relationships among teachers' beliefs about teaching science, learning science and the nature of science. Through interviewing 37 Taiwanese science teachers, teachers' beliefs about teaching, learning and science were respectively categorized as either 'traditional', or 'process', or 'constructivist'. It was found that most science teachers had 'traditional' beliefs. Moreover, more than a half of the teachers held views about teaching, learning and science that were closely aligned. This study, hence, called these closely aligned beliefs as 'nested epistemologies'. This study also suggested that the 'nested epistemologies' tended to be found in teachers of greater teaching experiences. It is suggested that the 'nested epistemologies' affect teachers' perceptions of the practice of science instruction.
AB - This study explores the relationships among teachers' beliefs about teaching science, learning science and the nature of science. Through interviewing 37 Taiwanese science teachers, teachers' beliefs about teaching, learning and science were respectively categorized as either 'traditional', or 'process', or 'constructivist'. It was found that most science teachers had 'traditional' beliefs. Moreover, more than a half of the teachers held views about teaching, learning and science that were closely aligned. This study, hence, called these closely aligned beliefs as 'nested epistemologies'. This study also suggested that the 'nested epistemologies' tended to be found in teachers of greater teaching experiences. It is suggested that the 'nested epistemologies' affect teachers' perceptions of the practice of science instruction.
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U2 - 10.1080/09500690110049132
DO - 10.1080/09500690110049132
M3 - Article
AN - SCOPUS:0038889917
VL - 24
SP - 771
EP - 783
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 8
ER -