Abstract
This article reports on a study conducted on seven PhD students at the King Saud University in Riyadh, Saudi Arabia. These students were educational supervisors and had worked previously as teachers. The main focus of the study was the change in students’ views towards key concepts in science education. The researcher examined student's beliefs about science, fact, and absolute truth at the beginning and end of the semester. Reflection and the re-examination of previous beliefs were major approaches in this study. The study attempted to identify a concise definition of learning. The main theme of the study was teacher's roles in helping learners make learning happen–a role that should be combined with identifying and creating opportunities for professional development–and the process of defining newly generated knowledge and recognizing learning progress. This study prompted those students to reconsider their ideas about real learning.