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BİLEN K.
International Journal of Academic Research, vol.5, no.3, pp.196-202, 2013 (Peer-Reviewed Journal)
Abstract
This study aimed to investigate how knowledge about the history of science influenced the views of preservice
teachers about the nature of science. To achieve this aim, 35 pre-service teachers in the Computer
Education and Instructional Technology program were selected as participants. Data were collected with the help
of the Epistemological Beliefs Scale, developed by Schommer (1990), and the Nature of Scientific Knowledge
Scale, developed by Rubba and Andersen (1978). The results indicated that teachers’ epistemological beliefs not
only partially improved their epistemological views but that they also complied with traditional science conceptions.
The participants’ level of resistance to change was low to medium, indicating that they were receptive to and
unlikely to resist change. Gender significantly influenced some dimensions of the teachers’ epistemological beliefs
and their resistance to change. The quantitative analysis of participant scores in all six categories of the Nature of
Scientific Knowledge Scale showed significant differences only in the developmental categories. Results showed
almost all participants held inadequate views of several nature of science aspects at the outset of the study. Very
few and limited changes in participants' views were evident at the conclusion of the courses. A small but positive
change was observed in the participants’ views on these issues from pre-test to post-test