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It tests whether previously reported “eclectic” epistemological perspectives persist when teachers’ ideas are anchored in specific periods and topics of 20th-century philosophy of science. Thirty-five teachers in a postgraduate course were assessed using quantitative descriptive parametric methods. Findings show continued epistemological eclecticism, with potential negative implications for teacher professionalisation in classroom NOS coherence.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-views-on-the-nature-of-science-an-epistemological-analysis/594134/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-views-on-the-nature-of-science-an-epistemological-analysis/594134.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Why may the results have negative implications for teacher professionalisation?","Question",{"text":112,"@type":113},"The article suggests that fragile or unstable NOS conceptions could limit the ability to present a coherent view of science in the classroom.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},594134,1792188632,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Teachers’ Views on the Nature of Science: An Epistemological Analysis  \nRafael Amador-Rodríguez  \nInstituto de Estudios en Educación-IESE, Universidad del Norte Barranquilla, Colombia  \nNatalia Ospina-Quintero  \nFacultad de Ciencias Básicas y Biomédicas, Universidad Simón Bolívar, Barranquilla, Colombia  \nAgustín Adúriz-Bravo  \nCONICET/CeFIEC-Instituto de Investigaciones Centro de Formación e investigación en Enseñanza de las Ciencias, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos  \nAires, Argentina  \nAbstract. This article presents results of research analysing the views  \non the nature of science (NOS) among primary and secondary  \nteachers working in state schools in two different cities in Colombia.  \nPrevious studies have reported that science teachers maintain  \n‘eclectic’ epistemological perspectives on science; in this article, we  \ntest if such hypothesis holds when teachers’ ideas are ‘anchored’ in  \nspecific periods and topics of the philosophy ofscience. Thirty-five  \nteachers attending a postgraduate teaching course with emphasis on  \nthe natural sciences at the Universidad del Norte (Barranquilla,  \nColombia) were assessed with the use of quantitative, descriptive and  \nparametric research methods. The most important conclusion of this  \nstudy is that teachers ’ expressed views on NOS maintain their  \nepistemological eclecticism even when examined with more detail in  \nrelation to specific periods and topics of the philosophy ofscience.  \nSuch results can have negative implications for teachers’  \nprofessionalisation, since fragile or labile conceptions of NOS could  \nrestrict the possibility ofpresenting a coherent view on science in the  \nclassroom.  \nKey words: Epistemological views, nature of science, periods ofthe philosophy of science,  \ntopics of the philosophy of science, in-service science teacher education and professionalisation.  \nIntroduction  \nEmpirical research around teachers’ professed ideas on the so-called nature of science (NOS) supports the construction of hypotheses on the possible relationships between teachers’epistemological views and actions; science teachers are known to subscribe to different epistemological views on science (Kang & Wallace, 2005 ; Linneman, Lynch, Kurup, Webb & Bantwini, 2003), and this ‘eclecticism’ is an important theoretical element to explain their practices. An eclectic conception of NOS refers to the case when the teachers’ views can be linked to a diversity of epistemological conceptions, across different periods ofthe philosophy of  \nscience. One of the concerns in didactics of science is that each science teacher should elaborate an epistemologically robust image of science; such an elaboration has an effect both on science teaching and on the views on the nature of science taught in the classroom (Dogan & Abd-ElKhalick, 2008; Hodson, 1985; Reinoso, Delgado-Iglesias & Fernández, 2019) . It is on the basis of the epistemological views of science that a teacher has built that he or she will teach the scientific theories and models and their construction; that is why it is important to map teachers’conceptions with particular periods ofthe philosophy of science, which may be more or less progressive in their depiction of the scientific activity.  \nFor the purpose of the research reported here, NOS will be considered as a set of metascientific contents (Amador-Rodríguez & Adúriz-Bravo, 2018) selected due to their value for science education, and subject to didactical transposition (i.e., instructional adaptation) . Such contents stem from distinct epistemological periods in 20th century philosophy of science. NOS‘key ideas’ to be taught can be framed in paradigmatic episodes from the history of science (Adúriz-Bravo, 2007) .  \nIt has been proposed that mainstream research on NOS comprises four big themes: (1) understanding of NOS in teachers and students; (2) curriculum research, innovation and evaluation to improve students ’ understanding of N","cbCailuhg59DjJw7","https://ap.wps.com/l/cbCailuhg59DjJw7","pdf",331389,18,"English","# Abstract\n# Introduction\n## Purpose and conceptual framework\n## Major themes and prior research on NOS\n## Instruments and alternative approaches to NOS views","[{\"question\":\"Why may the results have negative implications for teacher professionalisation?\",\"answer\":\"The article suggests that fragile or unstable NOS conceptions could limit the ability to present a coherent view of science in the classroom.\"}]","Teachers’ Views on the Nature of Science - An Epistemological Analysis | PDF",1792078598,45]