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RESEARCH PAPER
Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme
1
University of Murcia, SPAIN
Publication date: 2021-11-19
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2045
KEYWORDS
ABSTRACT
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.
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