Abstract:

Students’ epistemologies play a crucial role in helping them construct knowledge. In addition, studying epistemological beliefs is important because they influence students’ motivation and affect students’ selection of learning strategies (Schommer, Crouse, & Rhodes, 1992; Hofer & Pintrich, 1997). The purpose of this study is to investigate Primary Science Teacher Candidates’ epistemologies, their views about the nature of knowledge and learning in the physical sciences. Epistemological Beliefs Assessment for Physical Science (EBAPS) (White et al., 1999) survey was used to collect data. EBAPS attempts to focus on epistemology to the extent possible, and also attempts to probe tacit, contextualized epistemological knowledge that may affect students' science learning. In that case, it is important to attend Teacher Candidates’ epistemologies because it may assist us to explain the differences in their learning with research-based curricula, construct more effective curricula, and become better science instructors (Lising & Elby, 2005). The EBAPS survey was administered to Primary Science Teacher Candidates at Bahrain Teachers College (BTC). The results will be shared and discussed.