Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania

Albert Tarmo,Stuart Bevins

doi:10.1080/2331186x.2016.1178457

Albert Tarmo, Stuart Bevins

Open Access

https://doi.org/10.1080/2331186x.2016.1178457

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Abstract

AbstractIn an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers’ beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to explore their beliefs. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teaching practices. This was followed by post-observation interviews focusing on critical incidences observed. Findings showed that pre-service science teachers hold dualist views about science. They viewed science knowledge to be simple, rigid and derivative of specific bodies of knowledge handed down by authorities such as textbooks and experts. Consistent with their beliefs, pre-service teachers asked factual questions and sought pre-determined textbook-based answers from students. They adopted transmissive teaching strategies t...

Highlights

For over a decade since learner-centred pedagogy was introduced in secondary school science teaching in Tanzania, research still reiterates little change in the actual science teachers’ practices
Subsequent sections will focus on the initiatives set up to promote learner-centred pedagogy and why these appear to have made little impact in changing the core practices of science teachers
This study found that pre-service science teachers at the final year of teaching preparations still hold a dualist view of scientific knowledge

Summary

Introduction

For over a decade since learner-centred pedagogy was introduced in secondary school science teaching in Tanzania, research still reiterates little change in the actual science teachers’ practices. Pre-service science teachers who viewed science knowledge to be simple, certain and absolute factual information to be conveyed by the authority are considered to hold dualist beliefs. This study found that pre-service science teachers at the final year of teaching preparations still hold a dualist view of scientific knowledge.

Results

Conclusion