Teachers’ Epistemological Stancesand Science Education

Gopal Krishna Thakur


This paper looks into and discusses about the epistemological stances or beliefs of science teachers and further attempts to understand the pedagogical implications of such epistemological stances in the context of secondary and senior secondary school teaching. The paper is the outcome of an attempt to explore into the nature and characteristics of science education, through the perspectives of science teachers, that is prevalent in the present time in our country. In doing so, the paper delineates the conceptual unfolding of the stakeholders during the methodical journey that the present study took up.


With a presumption that the teachers’ stances about the curriculum and its various ingredients are very important for the successful transaction of curricular elements as well as for the creation of a conducive teaching learning environment, this study explored teachers’ perception of nature and characteristics of science education and the relevance of the prescribed ways of methods of acquisition of the same. The paper argues, with the help of statistically analyzed outcomes, that there is a sincere need of revamping the present system of science education in our schools. This becomes imperative particularly in the light of the fact that even the teachers, who have responsibility of implementing the existing curriculum, have different views in this regard. 


Epistemological Stance, Epistemological Belief, Science Education, Science Curriculum, Pedagogy, Scientific Skills, Scientific Principles

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