Abstract
This paper investigated epistemological beliefs held by chemistry teachers at secondary level in Khyber Pakhtunkhwa. Sample of the study were 400 chemistry teachers from target population out of three districts of zone 2 in Khyber Pakhtunkhwa. Convenient sampling technique was used in school selection while teachers were randomly selected. Data were collected through researcher-developed questionnaire followed by semi structured interview and were analyzed through statistical tools i.e. mean, standard deviation, ANOVA, t test, correlation and qualitative data through qualitative data analysis techniques. Epistemological beliefs questionnaire was used to measure teachers’ beliefs. Finding of the study revealed that teachers hold a range of beliefs i.e. naïve and sophisticated beliefs and those beliefs in return influences teachers how to teach. It was recommended that teachers, teacher educators, curriculum developer and ministry of education endeavor to diagnose and unravel chemistry teacher’s beliefs, and if alterations of beliefs are desired, encourage mediation to reshape those beliefs through proper mentoring
Zahidullah, , Amir Zaman†, Abdul Ghafar. (2020) Unraveling Epistemological Beliefs of Chemistry Teachers at Secondary Level, The Dialogue, Volume 15, Issue 1.
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