The relationships between epistemologies and science learning-teaching goals of teachers, students and parents

The purpose of present study was to uncover the relationships between epistemologies and science learning-teaching goals of teachers, students and parents. For this purpose, a comparative case study was conducted. The procedures of convenience and purposeful sampling were used. Within the sample, there were three science teachers representing naive, moderate and sophisticated epistemologies, three students for naive and sophisticated teachers and two students for moderate teacher as well as one parent of each of these students.After this stage, onlince interviews were conducted with these participants in order to uncover their science teaching-learning goals. Content analysis procedures were applied to the transcripts that were produced from interviews records.One of the results of present study was the fact that regardless of their epistemologies, most of the participants put forwarded performance goals such as examination achivement and accessing well-paid jobs.This result was perhaps related to the economical problems of the families. Second, it was resulted that the teachers reflected their epistemologies on their beliefs about science teaching-learning goals. In addition, there were inconsistencies between the science teaching-learning goals of Ministry of National Education and those of participants.