The purpose of the present study was to understand the nature of the link between science teachers’ epistemologies and their socioscientific issue (SSI) teaching discourse. It is important to consider this link due to the limitations of science teachers in shifting from monologic to more dialogic orientations in their teaching, despite SSI-based science education reforms in many countries. Teachers’ epistemologies are likely to contribute to the difficulties experienced in this shift. We selected three science teachers using purposive sampling procedures. Using classroom observations and follow-up constructivism-oriented interviews, we selected one non-constructivist, one moderately constructivist, and one constructivist science teacher. We then examined these teachers’ (knowledge-based and science-based) epistemologies by two semi-structured interviews. The teachers taught one SSI topic and then we conducted classroom observations. Benefiting from highly used classifications, we classified teachers’ epistemologies and discourses in the transcripts. The results showed that there were some coherences and incoherences between science teachers’ epistemologies and their SSI teaching. Supplementary Information The online version contains supplementary material available at 10.1007/s11191-021-00200-7.

The purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.