Abstract With 30 pre-service chemistry teachers from a normal university in Guangdong as participants, this study employed open-ended questionnaire and interviews to investigate their epistemology of chemistry (EOC) and its teaching. The results indicated that participants' views on the nature, source, justification, and evaluation of chemistry knowledge were characteristic of the dialectical materialism, whereas only certain dimensions of EOC were found to be domain-specific. Despite their willingness to implement the EOC teaching, they tended to lack appropriate strategies. Implications for pre-service chemistry teacher education are also discussed.
YU Song-Fa, DENG Feng, LI Ai-Ling. Pre-Service Chemistry Teachers' Epistemology of Chemistry and Its Teaching[J]. Chinese Journal of Chemical Education, 2019, 40(18): 48-53.
