This study analyzed the content of elementary school science textbooks and teachers teaching methods based on Elder epistemological beliefs components (source, certainty, development and justification). By using purposeful random sampling 6 science textbooks and19 teachers were selected. Data was collected through content analysis and semi-structured interview and analyzed by qualitative content analysis and thematic coding. Findings indicated, the first grade science textbook had the most attention to the source of knowledge. Other science textbooks had the most emphasis on source, development and justification, whereas the emphasis of them on certainty was not considerable. Interview findings suggested that teachers epistemological beliefs tended to applying student-centered teaching methods to involve students in knowledge construction. Nevertheless, they mphasized mostly on the source, development and justification of knowledge, and they did not pay attention to certainty. It seems providing epistemic climate requires dramatic changes in educational priorities in goal setting and planning.
