Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme
Luisa López-Banet 1 * , Marina Martínez-Carmona 1
More Detail
1 University of Murcia, SPAIN* Corresponding Author


Recent studies in science education have recognized a possible link between teachers’ beliefs about scientific knowledge and its practice in the classroom. Therefore, it is essential to promote the evolution of the pre-service teachers’ initial beliefs about methodologies for the teaching of chemistry in accordance with the discipline foundations and current recommendations on science teaching. We present the implementation and evaluation of a sequence of activities with a student-centred teaching approach for the training of pre-service science secondary education teachers. Inquiry, modelling, argumentation, as well as game-based learning are examples of the methodologies used. The results show a change of orientation from the epistemic beliefs prior to the programme implementation and highlight significant differences with respect to the relevance given by the teachers to carrying out research activities. For future teachers to develop professional competence, it is necessary to offer them opportunities to experience alternative methodologies during their training.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 12, December 2021, Article No: em2045

Publication date: 19 Nov 2021

Article Views: 1829

Article Downloads: 854

Open Access Disclosures References How to cite this article