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Abstract
The aim of this paper is to study the epistemological views of science teachers for the following epistemological issues: scientific method, demarcation of scientific knowledge, change of scientific knowledge and the status of scientific knowledge. Teachers’ views for each one of these epistemological questions were investigated during semi‐structured interviews. These issues were studied according to the following epistemological positions: empirico‐inductivism, hypothetico‐deductivism, contextualism and relativism. In general, the analysis of the interviews showed that a mixture of empirico‐inductive and contextualist positions were dominant among science teachers for most epistemological issues. The hypothetico‐deductive views appeared to have little support. For the question of scientific method teachers appear to have eclectic views.