“…Investigations show that students' understanding of the epistemological nature of science can influence how they relate to knowledge presented for them, interpret what the teacher says, and understand the result of laboratory work (e.g., Leach et al, 2000;Meyling, 1997;Roth & Lucas, 1997;Roth & Roychoudhury, 1994;Ryder et al, 1999;Tsai, 1999;Yerrick, Pedersen, & Arnason, 1998). Furthermore, research shows that epistemological commitments of teachers influence their teaching practice and that many teachers' practice can be connected to a positivistic/ objectivistic view of science (e.g., Brickhouse, 1990;Driver, Newton, & Osborne, 2000;Roth & Roychoudhury, 1994;Yerrick et al 1998). Also, it has been emphasized the importance of not only examining the epistemological beliefs that teachers hold, but also how students perceive and conceptualize learning (Roth & Roychoudhury, 1994).…”