Preservice elementary teachers' beliefs about nature of science and constructivist teaching in the content-specific context

Abstract

The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three different science content topics, using episodes about rival theories in the history of science and students' relevant alternative conceptions. The data analysis suggests that the content context can partially affect teachers' beliefs about NOS and their beliefs about constructivist teaching. Additionally, no significant correlation between beliefs about NOS and constructivist teaching was found.