Pre-service Science Teachers’ Understanding of the Nature of Science
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Abstract
Learning the Nature of science of pre-service science teachers do not have a specific course, only inserted the Nature of Science (NOS) content in some course. Therefore, there is a research to explore pre-service science teachers’ understanding of the Nature of Science. The participants were 31 pre-service science teachers of Rajabhat University in Southern Thailand selected by purposive selection and used mixed methods research. The research instrument was Lederman’s views of nature of science (VNOS-C) questionnaires, analyzed by content analysis, categorized groups of NOS understandings, and calculated the frequency and percentage of each NOS understanding group. Findings revealed that most pre-service science teachers held partially informed understanding in all aspects of NOS, mostly in the aspect of science demand on evidence, and creativity and imagination effect to construct scientific knowledge. Furthermore, some pre-service science teachers held naïve understanding in the aspect of the diversity of scientific process. However, found that pre-service science teachers held inform understanding, especially in the aspect of science, technology, and society are effects to each other. The results of the research indicated that, there is a need to integrate NOS teaching into science courses and incorporate NOS courses into science education curriculums or provide NOS training for pre-service science teachers to maximize their understanding and ensure applicability of NOS integrations in their future science teaching.
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