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Examining Bhutanese Science Teachers’ Epistemic Views of Scientific Inquiry
Dorji, Karma Tshering, Pema
Dorji, Karma
Tshering, Pema
Author
Abstract
Scientific inquiry is regarded as the bedrock of science education in Bhutan. Bhutanese science teachers, for example, are increasingly required to possess accurate and deep epistemic views of scientific inquiry. Hence, this cross-sectional study was carried out to examine Bhutanese science teachers’ epistemic views of scientific inquiry. The study recruited 301 science teachers using convenience and snowball sampling procedures. Data was collected using Views About Scientific Inquiry (VASI) questionnaire administered through an online survey mode and analysed using descriptive statistics and inferential statistical methods. Findings from this study revealed Bhutanese science teachers as being ignorant of epistemic aspects related to questions and hypotheses, procedures of investigations, results, and scientific data and scientific evidence, and scientific explanations and scientific theories. The independent sample t-test revealed no significant difference between Bhutanese male and female science teachers’ epistemic views of scientific inquiry (p > .05). The one-way ANOVA revealed significant differences amongst Bhutanese science teachers’ epistemic views of scientific inquiry based on academic qualification (p < .05). The Tukey HSD post hoc test, however, showed the differences existing only between science teachers with master’s degree and certificate qualification in favour of the former (p < .05). The three-way ANOVA revealed Bhutanese science teachers’ epistemic views of scientific inquiry as being independent of individual and interaction effects of school type, teaching subject, and teaching experience (p > .05).
Keywords
Bhutan, Science, Teachers
Date
2024
Type
Journal article
Journal
Science and Education
Book
Volume
Issue
Page Range
1-25
Article Number
ACU Department
Collections
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© The Author(s) 2024.
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.