Abstract
Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.
Highlights
Improving students’ views of the nature of science (NOS) is currently considered one of the principal goals of science education [1,2,3,4], namely in biology and geology classes [5,6,7,8,9], which is the scope of the present study
We used diverse data sources, which included the following: questionnaires and interviews, to examine if prospective science teachers improved their views of the NOS and models; prospective science teachers’ lesson plans and portfolios; videotapes and observations of classroom teaching; and final interviews applied to both prospective science teachers and their school supervisors, to better understand how they value teaching about the NOS and the use of models, and the factors that influence their teaching about the NOS and their use of models in their classes
We intend to deeply describe the views of each prospective science teacher, how they teach on the NOS and use models in science classes, and the factors that mediate the translation of their views to instructional practice
Summary
Improving students’ views of the nature of science (NOS) is currently considered one of the principal goals of science education [1,2,3,4], namely in biology and geology classes [5,6,7,8,9], which is the scope of the present study. Many studies indicate that students do not possess accurate views of the NOS, as they may have developed limited understandings or even misconceptions regarding NOS [10,11,14,15]. Many studies indicated that even science teachers do not hold accurate views of the NOS [11,17,18] and do not really emphasize the NOS in their teaching [11,19]. In a study conducted by Capps and Crawford [20] with twenty-six well-qualified and highly motivated teachers from the United States, it was revealed that teachers hold limited views concerning the NOS and that they do not commonly teach about the NOS in their classes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
