Scientific epistemology and source of knowledge in science
The science curriculum had been designed not only the construct of science knowledge, but also able to use scientific attitude, scientific skills, engage higher order thinking, but also able to construct knowledge to solve problems in social contexts. The epistemological aspects in science curriculu...
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| Main Authors: | , |
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| Format: | Article |
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Innovare Academics Sciences Pvt. Ltd
2020
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| Online Access: | http://eprints.utm.my/id/eprint/93523/ https://www.scopus.com/record/display.uri?eid=2-s2.0-85085071128&origin=resultslist&sort=plf-f&src=s&nlo=&nlr=&nls=&sid=65bdc377d8331574f7df914db8e37a8a&sot=b&sdt=cl&cluster=scopubyr%2c"2020"%2ct&sl=73&s |
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| Summary: | The science curriculum had been designed not only the construct of science knowledge, but also able to use scientific attitude, scientific skills, engage higher order thinking, but also able to construct knowledge to solve problems in social contexts. The epistemological aspects in science curriculum involve belief about knowledge. The reseach was purposely to identify science teachers' scientific epistemology. Eight primary science teachers' discussion on science activity was examined to determine their scientific epistemological based on Lederman (2007). Secondly, the study examines the source of teachers' knowledge using Elder (1999) dependent vs. independent endeavour. The result showed that observation and inference was the only one engaged actively while teaching science. Meanwhile, the source of teachers' knowledge in science emerged from dependent venture such as book, internet and past learning experience. |
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