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Pre-Service Teachers' Conceptions of the Nature of Science and Their Attitudes toward NOS Instruction: Implications for Course Development

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Title: Pre-Service Teachers' Conceptions of the Nature of Science and Their Attitudes toward NOS Instruction: Implications for Course Development
Language: English
Authors: Aigi Kikkas, Regina Soobard, Jack Holbrook, Miia Rannikmäe
Source: Science Education International. 2025 36(3):320-329.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Science Instruction, Elementary Education, Student Attitudes, Beliefs, Scientific Methodology, Foreign Countries, Scientific Principles
Geographic Terms: Estonia
ISSN: 1450-104X
2077-2327
Abstract: Conceptualizing the nature of science (NOS) is a crucial component of science education, as it facilitates students' comprehension of how scientific knowledge is developed. Unfortunately, teachers can themselves hold inaccurate views of NOS or assume students can infer NOS ideas from instruction or by undertaking experiments. Building on previous research, this study explores how pre-service primary school teachers conceive NOS and their readiness and attitudes toward teaching NOS in primary school (grades 1-4). Data collected from future primary school teachers using the "Views on Science Education (VOSE)" instrument tend to align with previous studies, indicating that future primary school teachers generally hold positive attitudes toward the need to conceptualize NOS, but continue to belief in a single, universal scientific method, the idea that scientific theories and laws are discovered and the notion that science is entirely objective. Based on these findings, a restructured pre-service science education course is proposed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485786
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Aigi+Kikkas%22">Aigi Kikkas</searchLink><br /><searchLink fieldCode="AR" term="%22Regina+Soobard%22">Regina Soobard</searchLink><br /><searchLink fieldCode="AR" term="%22Jack+Holbrook%22">Jack Holbrook</searchLink><br /><searchLink fieldCode="AR" term="%22Miia+Rannikmäe%22">Miia Rannikmäe</searchLink>
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
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  Data: Conceptualizing the nature of science (NOS) is a crucial component of science education, as it facilitates students' comprehension of how scientific knowledge is developed. Unfortunately, teachers can themselves hold inaccurate views of NOS or assume students can infer NOS ideas from instruction or by undertaking experiments. Building on previous research, this study explores how pre-service primary school teachers conceive NOS and their readiness and attitudes toward teaching NOS in primary school (grades 1-4). Data collected from future primary school teachers using the "Views on Science Education (VOSE)" instrument tend to align with previous studies, indicating that future primary school teachers generally hold positive attitudes toward the need to conceptualize NOS, but continue to belief in a single, universal scientific method, the idea that scientific theories and laws are discovered and the notion that science is entirely objective. Based on these findings, a restructured pre-service science education course is proposed.
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      – SubjectFull: Elementary Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Scientific Methodology
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