Exploring Teachers and Students Scientific Epistemologies in Physics
NOR FARAHWAHIDAH ABDUL RAHMAN

Universiti Teknologi Malaysia

Abstract

This study investigates the scientific epistemologies of physics teachers and students in Malaysia and their impact on teaching and learning. Scientific epistemology refers to beliefs about the nature acquisition and application of scientific knowledge. The study adopts a quantitative approach to measure epistemological beliefs across nine dimensions including real life application of physics the role of mathematics knowledge generation sources and validity of knowledge creativity diversity of scientific methods scientific laws and theories and the role of observation and inference. Two instruments were developed the Scientific Epistemological Measurement for Teachers PESG and the Scientific Epistemological Measurement for Students PESP based on prior research adapted to the Malaysian science education context. These were administered to 70 physics teachers and 255 secondary students in Johor Bahru. Scientific epistemology was categorized into four levels naive low transition high transition and sophisticated and further explored using stepwise multiple regression analysis. Findings revealed that both groups mostly held epistemological beliefs at the low transition level below full sophistication but beyond naive understanding. Five predictive models showing that teachers educational background and students science achievement significantly influenced epistemic stances. These models illustrate how teachers scientific epistemology shape students understanding of physics. The study concludes that embedding sustainability oriented epistemology within physics education can foster a more balanced and reflective scientific culture among teachers and learners.

Keywords: stem

Topic: Computer Science and Computer Science Education