Roles of epistemology in education: do teachers understand they are expected to teach?

• 主要な著者: Ismail, Irni, Sihes, Ahmad Johari
• フォーマット: Conference or Workshop Item
• 言語: English
• 出版事項: 2015
• 主題: LB Theory and practice of education
• オンライン･アクセス: http://eprints.utm.my/id/eprint/63361/1/AhmadJohariSihes2015_RolesofEpistemologyinEducationDoTeachersUnderstand.pdf; http://eprints.utm.my/id/eprint/63361/

Malaysia Education Blueprint (2013-2015) has emphasised the development of strong content knowledge in science subject with the objective to ensure that its students are being equipped with the knowledge and skills required for success in life and global recognition with knowledge and higher-order thinking skills. In order to achieve this aspiration an effort to produce students who are able to think scientifically, have high scientific literacy or science literacy needs to be disclosed. Two major questions arise to be answer; What is the concern of the epistemology? Why epistemology is important for science education? The studies state that science literacy can be achieved better through epistemology. Therefore it also related with understanding of scientific concepts, improve the quality of teaching and improve a better explanation to the issues of science to students, enhance the ability of students to understand science concepts, raise the level of scientific literacy and play an important role in the teaching process. The study also review the term of epistemology orientation that use in research and epistemology instruments and level of epistemology use in epistemology research. This study know far better understanding of the structure of science teachers to ensure content knowledge submitted stimulate students to think with the higher levels.