Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

Abstract

This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.