Today, science education demands preparation of scientifically literate people, emphasizing more the process of working with information than owning it. Such a task requires a deep understanding of pedagogical content knowledge by science teachers. This study focuses on revealing the beliefs of prospective chemistry teachers during their teaching preparation in order for them to be confronted and potentially changed. We focused on determining (a) how prospective chemistry teachers comprehend learning, (b) what they target for modification in students’ learning, (c) how they comprehend knowledge, and (d) how they see their role in science education. Q methodology was used to investigate the beliefs of 69 chemistry teacher candidates at all levels of teaching preparation having them rank and sort a series of 51 statements. The analysis showed three types of beliefs concerning science education: (1) active students do inquiry based on a constructivist approach (believed by more experienced and older preservice chemistry teachers), (2) the importance of learning facts and laws by exploring them, and (3) knowledge is the transfer of knowledge from a reliable source to the learner, a transmissive perspective predominantly held by the youngest preservice chemistry teachers. Based on the results, the study identifies particular issues which educators need to be aware of during preservice, preparation studies.

中文翻译：

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识别职前化学老师的信念，以改善其教学过程中的教学

如今，科学教育要求培养具有科学素养的人，他们着重于处理信息而不是拥有信息的过程。这项任务需要理科教师对教学内容知识有深刻的理解。这项研究的重点是揭示准化学老师在教学准备过程中的信念，以便他们面对和潜在地改变。我们专注于确定（a）未来化学老师如何理解学习；（b）他们希望在学生的学习中进行哪些修改；（c）他们如何理解知识；以及（d）他们如何看待科学教育中的角色。Q方法用于调查69名化学教师候选人在各个教学准备阶段的信念，使他们对51项陈述进行排名和排序。分析显示了关于科学教育的三种类型的信念：（1）活跃的学生根据建构主义的方法进行探究（被经验丰富且年龄较大的职前化学老师认为），（2）通过研究事实和规律来学习它们的重要性，以及（3）知识是知识从可靠来源到学习者的转移，这是最年轻的职前化学老师主要掌握的一种传播观点。根据结果​​，该研究确定了教育人员在职前准备研究中需要注意的特定问题。（3）知识是知识从可靠来源到学习者的转移，这是最年轻的职前化学老师主要掌握的一种传播观点。根据结果​​，该研究确定了教育人员在职前准备研究中需要注意的特定问题。（3）知识是指知识从可靠的来源向学习者的转移，这是最年轻的职前化学老师主要掌握的一种传播观点。根据结果​​，该研究确定了教育人员在职前准备研究中需要注意的特定问题。