Preservice teachers' epistemology of science

10 August 2011

Preservice teachers' epistemology of science presented by Anindito Aditomo

What counts as scientific knowledge? Can and should knowledge be objective, free from acts of inferences and interpretations? Is knowledge supposed to be certain, and "truth" unchanging?

Epistemological issues such as these are at the heart of public debates about socio-scientific issues, including climate change. This talk will present findings from a study about preservice teachers' personal epistemology of science. The data mainly comes from interviews that revolve around short scenarios about disagreements related to climate change. The findings suggest that preservice teaches possess a variety of ideas about scientific knowledge, ideas that do not logically form coherent frameworks. There is also evidence that preservice teachers' ideas are more fluid and contextual, rather than stable and consistent. Some possible implications of these findings will be offered.

Anindito Aditomo (Nino) is in what he hopes to be the final year of his PhD at CoCo. Prior to pursuing the PhD, he worked as a lecturer at the Faculty of Psychology, Surabaya University, Indonesia, where he taught undergraduate courses on quantitative research methodology, social psychology, and cognitive psychology.

Nino's broader academic interest is on how people achieve deep understanding, and how knowledge about how people learn can be used to improve education. In his PhD, Nino is exploring the nature of preservice teachers' science epistemology.

This seminar is one of a series on the sciences and technologies of learning, brought to you by the Centre for Research on Computer Supported Learning and Cognition (CoCo).

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Time: 11am - join us for coffee and nibbles from 10.45

Location: Rm 230, Education Bldg. (A35)

Cost: Free

Email: 5758043d254334323c0f3f45365332492d42

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