Journal of Science Education and Technology

, Volume 20, Issue 6, pp 743–749

Searching for Components of Conceptual Ecology That Mediate Development of Epistemological Beliefs in Science



This paper articulates the importance of epistemological beliefs (EBs) and draws a parallel between EBs literature in educational psychology and nature of science (NOS) literature in science education. The paper stresses that EBs in science and NOS ideas have common ground and they can be best improved through explicit-reflective instruction informed by conceptual change theory. The paper concludes that future studies should explore the factors that mediate the development of EBs in science and NOS ideas rather than documenting the changes in students’ and teachers’ EBs in science and NOS ideas after explicit-reflective instruction through pre- and post assessments.


Epistemological beliefs Nature of science Conceptual change 


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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.Curriculum and Instruction DepartmentUniversity of Nevada Las VegasLas VegasUSA

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