RODRIGUES, Diego Adaylano Monteiro. Concepções, práticas e desafios na Mostra de Educação Ambiental do Ceará: o que fazem em educação ambiental os professores de ciências naturais? 2016. 185f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T16:44:29Z No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:48:01Z (GMT) No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Made available in DSpace on 2016-04-08T14:48:02Z (GMT). No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) Previous issue date: 2016 / The general purpose of this research is to understand how the environmental dimension is translated into the conceptual and practice experiences of natural sciences teachers. These educators develop environmental education activities in Fortaleza (CE) and were awarded in the Exhibition of Environmental Education of the State Teaching Network in Ceará (MEA). This study uses theoretical background from the “Environmental Education” (EE) and “Sciences Teaching” (ST), focusing on concepts of Critical EE, Technological-Scientific Literacy, and Science, Technology, Society and Environment (STSE). The investigation method employed in this thesis has a qualitative nature. In the first phase of this study, we surveyed three MEA organizers who are responsible for EE in Fortaleza and the State of Ceará. Additionally, we analyzed the documents related to the event. Regarding to the faculty (second phase), five women were selected from the State Teaching Network of Fortaleza. Data was gathered using questionnaries, semi-structured interviews, and through the analysis of documented reports sent to MEA. Data evaluation was substantiated by Content Analysis. We realized that MEA is related to other federal and state public policies, specially the ones that promote a sustainability culture in schools. Regarding EE, the event does not make a speech in unison, since one of its purposes is to present conservationist, scientific, resolute and critical insights. The teachers of Natural Sciences and Geography are the most common project advisors, and they usually talk about themes related to rubbish reduction and wastefulness. The MEA is represented by teachers and organizers as a stimulating, action-sharing, reporting and learning space, which highlights the importance of the event. In the second phase of the study, which involves only the sciences teachers, we realized that these professionals often consider the environment as the place where one lives, and that this concept lacks social and political aspects. EE is limited to a pragmatic or conservationist perspective. The ST’s viewpoints support the encouragement of a practical scientific literacy. The surveyed teachers tend to consider natural sciences as primary for EE practices and have more contextualized points of view regarding STSE (according to the evaluated parameters). Conceptions of EE such as parallel axis and appendix of teaching of Science are also predominant in the studied group. In other words, the teachers make a distinction between environmental and scientific contents. Among the group of participants this study, there is a noteworthy teacher who adopts a pragmatic EE conception and is engaged in the process of inserting water-related subjects in school curriculum, with the help of a group named Com-Vida. We conclude that EE proposals in synergy with TS are necessary. The proposals should 10 make curriculum alterations with interventions that query the social structures and the exagerated trust in a scientific-technological neutrality, rather than being restricted to methodological innovations which are parallel to the activities developed in the classroom. The presence of formalized groups in schools such as Com-Vida can assist this process. / O objetivo geral desta pesquisa é compreender como a dimensão ambiental se explicita nas concepções e práticas de professores de ciências naturais, que desenvolvem atividades de educação ambiental em Fortaleza (CE) e participaram da Mostra de Educação Ambiental da Rede Estadual de Ensino no Ceará (MEA). Este estudo utiliza aporte teórico originários da Educação Ambiental (EA) e Ensino de Ciências (EC), centrando-se sobre os conceitos de EA Crítica, alfabetização científica-tecnológica e enfoque Ciência, Tecnologia, Sociedade e Ambiente (CTSA). O percurso investigativo deste trabalho tem natureza qualitativa. Na primeira fase do estudo realizamos entrevistas com três organizadores da MEA que são responsáveis pela EA em Fortaleza e no estado do Ceará, também analisamos documentos relacionados ao evento. Quanto aos docentes (segunda fase do estudo), foram selecionados cinco professoras da área de Ciências Naturais da rede estadual de ensino de Fortaleza (CE). Foi realizada a análise documental dos trabalhos enviados a MEA e a coleta de dados com estas professoras por meio de questionários e entrevistas semiestruturadas. A análise dos dados foi fundamentada pela Análise de Conteúdo. Percebemos que a MEA tem relação com outras políticas públicas federais e estaduais, em especial as que promovem uma cultura de sustentabilidade na escola. O evento, como proposta, apresenta inserções conservacionistas, cientificas, resolutivas e críticas, assim não possui um discurso uníssono quanto a EA. Os professores de Ciências Naturais e Geografia predominam como orientadores dos trabalhos e geralmente abordam temáticas relacionadas a redução de resíduos e desperdício. A MEA é representada pelos professores e organizadores como espaço de estímulo, espaço de compartilhamento de ações, espaço de divulgação e espaço de aprendizagem, o que ressalta a importância do evento. Na segunda fase do estudo, que envolveu apenas as docentes da área de ciências, percebemos que para elas geralmente o meio ambiente é o lugar onde se vive e que esta concepção é ausente de aspectos sociais e políticos. A EA se reduz a uma visão pragmática ou conservacionista. As visões de EC sugerem o estímulo a uma alfabetização científica prática. As docentes tendem a visualizar as ciências da natureza como centrais nas práticas de EA e possuem visões mais contextualizadas sobre CTSA (dentro dos parâmetros avaliados). Também predomina no grupo estudado concepções de EA como eixo paralelo e como apêndice do ensino de ciências. Ou seja, para as docentes existem distinções entre o conteúdo dito ambiental e o científico. Destaca-se uma professora, com concepção de EA pragmática, que trabalha a dimensão ambiental nos conteúdos de Biologia e está engajada no processo de inserção da temática água em todo o currículo escolar, com a ajuda do grupo 8 Com-vida da escola. Argumentamos que são necessárias propostas de EA em sinergia com o EC, que não se restrinjam a inovações metodológicas paralelas as atividades em sala de aula, mas que façam reformulações curriculares com intervenções que questionem estruturas sociais e a confiança exagerada em uma neutralidade da ciência e tecnologia. A presença de grupos formalizados nas escolas como Com-vidas podem auxiliar este processo.

Propõe-se com essa pesquisa avaliar a metodologia da investigação científica Ensinar Ciências fazendo Ciência no contexto da prática, numa perspectiva de construção de paradigmas de ensino na educação básica. Trata-se de um estudo de caso realizado nos cursos de Férias, patrocinado pelo Espaço Ciências, com professores e gestores do sistema municipal de ensino, e, estudantes do curso de Licenciatura em Ciências Biológicas do Centro de Ensino Superior do Vale do São Francisco. Participaram também desta pesquisa 25 tutores que aplicaram essa metodologia em suas aulas no ensino Fundamental e Médio. Os resultados demonstram aprovação da metodologia, sendo avaliada pelos participantes do curso de Férias como excelente por 76% dos gestores, 57% dos professores e 100% dos estudantes do curso de Ciências Biológicas. Corroborado por 100% dos tutores que aplicaram essa metodologia no ensino fundamental e Médio, como boa (nota 9) e excelente(10). Em relação à metodologia investigada foram avaliadas as seguintes categorias: participação dos estudantes, aprendizagem, quantidade e qualidade de conteúdos, competências e habilidades mobilizadas pelos estudantes da educação básica, bem como a percepção dos ministrantes quanto às vantagens e desvantagens na aplicação da metodologia para os respectivos níveis de escolaridade. / It is proposed in this research was to evaluate the methodology of scientific research Teaching Science doing science in the context of practice, from the perspective of construction of educational paradigms in basic education. This is a case study in Holiday courses , sponsored by the Science Space, with teachers and managers of the municipal school system , and Bachelor's Degree students in Biological Sciences Higher Education Center of San Francisco Valley. Also participated in this study 25 tutors who applied this methodology in their classes in primary and secondary education. The results show approval of the methodology being evaluated by Holiday course participants as excellent by 76% of managers, 57% of teachers and 100% of the undergraduate students of Biological Sciences. Supported by 100% of tutors who applied this methodology in elementary school and high school, as good (note 9) and excellent (note10). Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels of education.

Orientador: Paulo Cesar de Almeida Raboni / Banca: Odisséia Boaventura de Oliveira / Banca: Cristiano Amaral Garboggini Di Giorgi / Resumo: O principal objetivo desta pesquisa foi compreender os processos de ensino e de aprendizagem em Ciências, através de análises da produção escrita de alunos do sétimo ano do ensino fundamental. Duas turmas de sétimo ano do Colégio de Aplicação João XXIII/ UFJF participaram da pesquisa, desenvolvendo atividades em aulas, a princípio consideradas mais contextualizadas. O tema ensinado foi a Teoria da Evolução, escolhido em consonância com os conteúdos previstos para o ano e em comemoração aos 150 anos de publicação do livro A Origem das Espécies, de Charles Darwin. As atividades de ensino tiveram os objetivos de despertar os alunos para um aprendizado que transcendesse os temas curriculares do ano e de desenvolver competências para o entendimento de temas mais complexos, previstos para os anos seguintes. Além das aulas expositivas, foram realizadas atividades com diferentes recursos, como filmes, histórias em quadrinhos, folhetos publicitários, notícias e pesquisas na internet, seguidas de debates e discussões entre os alunos. Foram analisados os textos produzidos por dezoito alunos. Da produção escrita, foram selecionados fragmentos relevantes para a análise. Nas análises, procuramos compreender se os alunos expressavam corretamente as ideias do ponto de vista científico, mas, além disso, distinguir os gestos de interpretação que constituem os sentidos, bem como o entendimento e a evolução das palavras que materializam os conceitos. As análises tiveram como referencial a Teoria da Enunciação de Mikhail Bakhtin, pautada principalmente nos conceitos de gêneros do discurso, réplica, palavra alheia, palavra própria. A pesquisa contou com apoio da Universidade Federal de Juiz de Fora e do Colégio de Aplicação João XXIII e se inscreve na linha 2 do Programa de Pós-Graduação da Unesp de Presidente Prudente: Práticas e Processos Formativos em Educação / Abstract: The main objective of this research has been to comprehend the teaching and learning processes in Sciences by the analysis of the written production from the students belonging from the seventh grade in Elementary School. Two groups of students from the 7th grade at "Colégio de Aplicação João XXIII" from UFJF have participated of the research, developing activities in classes, at first considered more contextualized. The learning theme was the Theory of Evolution, chosen in consonance to the contents previewed for the grade and in commemoration to the 150 years old of the publication of the book The Origin of the Species, by Charles Darwin. The activities for learning had as objectives to awaken the students for a learning that overcomes the curricular themes from this grade and to develop the competences to understand more complex themes, which will be studied in the coming years. In addition to lectures, it was realized some activities with different resources, such as films, cartoons, advertising leaflets, news and Internet research, followed by debates and discussions among students. It was analyzed the texts produced by eighteen students. From the written production, relevant fragments were selected for the analysis. In the analysis, we have looked forward to comprehend if the students express correctly the ideas using a scientific point of view, but besides this, to distinguish the gestures of interpretation that constitute the senses, as well as the understanding of the evolution of the words that materialize the concepts. The analysis had as theoretical reference the Theory of Enunciation by Mikhail Bakhtin, based mainly on the concept of gender of the discourse, replies, words... (Complete abstract click electronic access below) / Mestre

Propõe-se com essa pesquisa avaliar a metodologia da investigação científica Ensinar Ciências fazendo Ciência no contexto da prática, numa perspectiva de construção de paradigmas de ensino na educação básica. Trata-se de um estudo de caso realizado nos cursos de Férias, patrocinado pelo Espaço Ciências, com professores e gestores do sistema municipal de ensino, e, estudantes do curso de Licenciatura em Ciências Biológicas do Centro de Ensino Superior do Vale do São Francisco. Participaram também desta pesquisa 25 tutores que aplicaram essa metodologia em suas aulas no ensino Fundamental e Médio. Os resultados demonstram aprovação da metodologia, sendo avaliada pelos participantes do curso de Férias como excelente por 76% dos gestores, 57% dos professores e 100% dos estudantes do curso de Ciências Biológicas. Corroborado por 100% dos tutores que aplicaram essa metodologia no ensino fundamental e Médio, como boa (nota 9) e excelente(10). Em relação à metodologia investigada foram avaliadas as seguintes categorias: participação dos estudantes, aprendizagem, quantidade e qualidade de conteúdos, competências e habilidades mobilizadas pelos estudantes da educação básica, bem como a percepção dos ministrantes quanto às vantagens e desvantagens na aplicação da metodologia para os respectivos níveis de escolaridade. / It is proposed in this research was to evaluate the methodology of scientific research Teaching Science doing science in the context of practice, from the perspective of construction of educational paradigms in basic education. This is a case study in Holiday courses , sponsored by the Science Space, with teachers and managers of the municipal school system , and Bachelor's Degree students in Biological Sciences Higher Education Center of San Francisco Valley. Also participated in this study 25 tutors who applied this methodology in their classes in primary and secondary education. The results show approval of the methodology being evaluated by Holiday course participants as excellent by 76% of managers, 57% of teachers and 100% of the undergraduate students of Biological Sciences. Supported by 100% of tutors who applied this methodology in elementary school and high school, as good (note 9) and excellent (note10). Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels of education.

Este estudo teve como objetivo identificar as tendências de pesquisa em argumentação no ensino de Ciências (AEC) no período de 1988 a 2008 (21 anos). A argumentação é uma prática discursiva central na Ciência e, por isso, defendemos ser também central no ensino de Ciências (EC). Apesar da AEC vir ganhando importância na pesquisa em EC, são raros estudos que avaliam o histórico e as tendências dessa produção científica. Nosso estudo trata-se de uma pesquisa descritiva documental, em que se analisaram 51 artigos científicos, publicados em revistas especializadas. Estes artigos foram classificados segundo (a) o tipo (empírico, de revisão ou de posição), (b) sujeito foco de análise (aluno ou professor), (c) seus perfis e supraperfis (categorias criadas a partir de dados coletados do foco, da pergunta e do objetivo de pesquisa) e (d) o tipo de uso da obra de Toulmin (1958) como referencial teórico. Os resultados mostraram que, na pesquisa em AEC: (a) apesar do predomínio de estudos empíricos, os de revisão tiveram papel de destaque no desenvolvimento da área; (b) a maioria dos estudos enfatiza o estudante como sujeito foco de análise e recentemente tem aumentado o número de artigos com foco no professor; (c) a maior parte das publicações referem-se a estudos com foco na estrutura do argumento e/ou na construção da argumentação, no entanto estudos com foco no ensinoaprendizagem vêm aumentando gradual e crescentemente nos últimos anos; e (d) o padrão de argumento de Toulmin (1958) foi, e ainda dá mostras que será, amplamente utilizado na pesquisa para a análise de argumentos, ressalvando, entretanto, que suas limitações como ferramenta metodológica têm motivado pesquisadores da área a criar novos instrumentos de análise, mais condizentes com os atuais focos de pesquisa. / This study aimed to identify research trends in argumentation in Science teaching (AST) in the period of 1988 to 2008 (21 years). Argumentation is a discursive practice central to Science and therefore we defend it to be central to Science teaching (ST) as well. Even though research in ST is gaining importance, only a few studies have assessed the history and trends of scientific production in the area. Our study is a documental descriptive research, in which 51 scientific papers, published in specialized journals, were analyzed. These papers were classified according to (a) type (empirical research article, review or position paper), (b) subject focused in analysis (student or teacher), (c) its profiles and supraprofiles (categories created from data gathered from research focus, question and objective) and, (d) type of use of Toulmin\'s (1958) work in the theoretical framework. Results showed that, in AST research: (a) despite predominance of empirical studies, review studies had a major role in the development of the area; (b) most studies emphasize the student as the subject focused on analysis and have recently increased the number of articles focusing on teachers, (c) most of the reports refer to studies focusing on argument structure of and/or construction of the argumentation; however, studies focusing on teaching and learning have been increasing gradually in recent years, and; (d) Toulmin\'s Argument Pattern (1958) was and shows signs that will continue to be widely used in argument analysis, stressing, however, that its limitations as a methodological tool have motivated researchers of the area to create new analytical tools, more consistent with the current research focus.

Doctor of Philosophy / Department of Curriculum and Instruction / Margaret G. Shroyer / John R. Staver / This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

Philosophiae Doctor - PhD / This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education. / South Africa

Orientadores: Maurício Urban Kleinke, Maria José Fontana Gebara / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:33:11Z (GMT). No. of bitstreams: 1 Oliveira_CaioFerraride_M.pdf: 3926072 bytes, checksum: 3a6d1f3d06e2eb079aafb12bef2ece45 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa teve por finalidade analisar se a contextualização adotada na prova de Ciências da Natureza do Exame Nacional do Ensino Médio (Enem) possui impacto no desempenho dos candidatos. Para esta análise, foram criadas, a partir de uma leitura dos Parâmetros Curriculares Nacionais do Ensino Médio, quatro categorias de contexto: Cotidiano; Tecnológico; Científico; Exercícios. As questões da prova de Ciências da Natureza do Enem 2010 foram classificadas de acordo com os contextos e foi analisado o desempenho de cerca de um milhão de candidatos que iriam cumprir o Ensino Médio no ano em que prestaram a prova. Esse grupo de estudantes foi separado de acordo com a rede escolar que cursou o ensino médio, o grau de escolaridade do pai, da mãe e o nível de renda familiar. O desempenho por contexto foi medido a partir da média dos índices de acertos nas questões de cada categoria o qual mostrou uma relação entre desempenho e contexto sendo que as questões mais fáceis foram de contexto Cotidiano, Tecnológico, Exercícios e Científico, na ordem. Esta sequência não variou em função das características socioeconômicas ou familiares dos candidatos. Além da análise de desempenho, foi realizada uma medida de distância entre os candidatos em função da rede escolar e de indicadores socioeconômicos associados à renda familiar e escolaridade dos pais. As distâncias foram determinadas utilizando a distância de Cohen e apontaram que as questões de contexto Cotidiano e Exercícios possuem as maiores distâncias de desempenho entre os estudantes em função dos indicadores socioeconômicos / Abstract: This research aims to examine whether the contextualization adopted in the Natural Sciences test of the National Secondary Education Examination (Enem) has an impact on the performance of candidates. For this analysis, four categories of context were created from a reading of the National Curriculum Parameters from High School,: Everyday life, Technological, Scientific and Exercises. The items of the Natural Sciences test of Enem 2010 were classified according to the contexts and the performance of about one million candidates that would finish high school in 2010 were analyzed. This group of students was separated according to the school network ¿ public or private ¿ that they attended during high school, schooling level of father and mother, and family income. The performance in each context was measured from the average rate of correct answers on questions from each category. This analysis showed a relationship between performance and the context in which the questions were easier, Everyday Life, Technological, Scientific and Exercises contexts, respectively. This sequence did not vary according to the family¿s socioeconomic characteristics or school network attended. Besides performance analysis, a statistical distance between the candidates¿ performance was performed according to the school network and socioeconomic indicators associated with family income and parental education. The distances were determined using the Cohen distance and suggested questions on Everyday contexts and Exercises have the greatest distances in performance between students in terms of socioeconomic indicators / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015. / This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills

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