Teachers Describe Epistemologies of Science Instruction Through Q Methodology

Caitlin Barnes; Julie Angle; Diane Montgomery

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Teachers Describe Epistemologies of Science Instruction Through Q Methodology

机译：教师通过Q方法描述科学教学的认识论

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Creating scientifically literate students is a common goal among educational stakeholders. An understanding of nature of science is an important component of scientific literacy in K-12 science education. Q methodology was used to investigate the opinions of preservice and in-service teachers on how they intend to teach or currently teach science. Q methodology is a measurement tool designed to capture personal beliefs. Participants included 40 preservice and in-service elementary and secondary science teachers who sorted 40 self-referential statements regarding science instruction. The results identified three epistemologies toward teaching science: A Changing World, My Beliefs, and Tried and True. Participants with the A Changing World epistemology believe evidence is reliable, scientific knowledge is generated in multiple ways, and science changes in light of new evidence. The My Beliefs epistemology reflects that scientific knowledge is subject to change due to embedded bias, science is affected by culture and religion, and evolution should not be taught in the classroom. The Tried and True epistemology views a scientific method as an exact method to prove science, believes experiments are crucial for scientific discoveries, absolute truth exists in scientific knowledge, and society and cultural factors can be eliminated from investigations. Implications for preservice teacher education programs and in-service teacher professional development are addressed.

机译：培养有科学素养的学生是教育利益相关者的共同目标。对自然科学的理解是K-12科学教育中科学素养的重要组成部分。 Q方法论用于调查职前和在职教师对他们打算如何教授或目前如何教授科学的意见。 Q方法论是一种旨在捕捉个人信念的测量工具。参加人员包括40名职前和在职中小学科学和中学科学老师，他们对40条有关科学教学的自我推荐陈述进行了整理。结果确定了三种用于教学科学的认识论：一个不断变化的世界，我的信仰以及真实与尝试。拥有“不断变化的世界”认识论的参与者认为，证据是可靠的，科学知识是以多种方式产生的，并且科学根据新证据而发生了变化。 “我的信念”认识论反映出，由于内在的偏见，科学知识可能会发生变化，科学会受到文化和宗教的影响，并且不应在课堂上教授进化论。真实认识论认为科学方法是证明科学的精确方法，认为实验对于科学发现至关重要，科学知识中存在绝对真理，可以从调查中消除社会和文化因素。解决了对职前教师教育计划和在职教师专业发展的影响。

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《School Science and Mathematics》 |2015年第3期|141-150|共10页
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Caitlin Barnes; Julie Angle; Diane Montgomery;
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National Aeronautics and Space Administration Education Projects, Oklahoma State University, 314 Cordell North, Stillwater, OK 74078;

Oklahoma State University;

Oklahoma State University;

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Teachers Describe Epistemologies of Science Instruction Through Q Methodology

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