Palestinian science teachers' epistemological beliefs: A preliminary survey

Abstract

The purpose of the study was to determine what percentage of Palestinian science teachers held beliefs about knowledge and learning that are congruent with the recent constructivist/conceptual change epistemological basis of science education, what factors influence these beliefs, and if the beliefs about knowledge and learning were related. Two questionnaires were developed to probe teachers' beliefs in these two areas, and a sample consisting of 91 teachers with varying educational background and teaching levels responded to these questionnaires. The study showed that only a small percentage of Palestinian teachers subscribed to the recent views of learning and scientific knowledge (25% and nine percent respectively). With regard to the views of learning, this was mainly due to very few teachers believing or realising that students hold alternative preconceptions and that science learning entails conceptual change. Very few teachers also believed that science itself develops through conceptual change. Indeed, more than 80% believed that science develops through accretion and about 40% preferred the inductive model of science to the hypothetico-deductive one which only 11% preferred. It was found that these views were not related to the teachers' years of schooling, years of experience, level at which they taught, or teacher specialisation. The two views of learning and knowledge were moderately related. The results and implications for future studies are discussed.