%0 Journal Article
%T An Analysis of Teacher Candidates¡¯ Scientific Perspective Among  Different Student Groups
%A Angela Google
%A Nancy G. Caukin
%A Thomas M. Brinthaupt
%J Electronic Journal for Research in Science & Mathematics Education
%D 2020
%X Studies indicate teachers¡¯ beliefs about their scientific epistemological views (SEVs) influence their instructional practices. In this study, we measured the SEVs of 291 undergraduate students, emphasizing comparisons based on teacher candidacy status (yes/no) and mathematics/science content area (yes/no). These comparisons examined the role that teacher preparation programs play in the development of future teachers¡¯ SEVs. Results indicate that the mathematics/science teacher candidates had, on average, higher SEV scores (more constructivist view of the nature of scientific knowledge rather than a more empiricist view) than their non-mathematics/science and non-teacher candidate counterparts. They also had higher scores on most SEV domains. Implications of measuring college students¡¯ SEV and its potential impact on teacher preparation programs are discussed
%U https://ejse.southwestern.edu/article/view/19868