A Phenomenological Study of Preservice Teachers’ Epistemological Levels

Year 2025, Volume: 9 Issue: 19, 23 - 37

Zeki Apaydın Tuğçenur Çağlıyan , Elif Omca Çobanoğlu

Abstract

This study aims to determine the perceptions and levels of preservice science, preschool, and primary school teachers about epistemology, the nature of science, and scientific process skills. The phenomenological method, one of the qualitative research approaches was used. The study group consists of 24 selected preservice teachers based on the principle of voluntariness. The descriptive analysis method, one of the qualitative data analysis methods was used while analyzing the data, Analyzes were made by adapting the semi-structured interview form and coding applied by Smith and Wenk (2006) to Turkish. The findings are given together with the tables and supported by quotations from the participants. According to the results of the research, it was revealed that the preservice teachers were at a low level about the goal of science, the nature of science, the nature of the experimental process, the nature of hypotheses and theories, and the relationship between them, the change of hypotheses and theories, and scientific accuracy. It can be argued that the competence to comprehend the nature of science is very important, especially for preservice teachers who will take the responsibility of teaching science and natural sciences. Therefore, it can be concluded that higher education teacher training programs should be reorganized in the context of preservice teachers' gaining competence in epistemological beliefs and the concept of the nature of science.

Keywords

Epistemological, phenomenological, nature of science, preservices teachers

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