Abstract
The purpose of this study was to explore the relationship of learner characteristics and preservice teachers’ views of nature of science (NOS) prior to formal instruction. Learner characteristics investigated included metacognitive awareness, self-efficacy, attitudes toward science teaching, Perry’s intellectual and ethical developmental levels, concerns for teaching NOS, and cultural values. Findings indicated interesting relationships between NOS views and cultural values, self-efficacy, attitudes toward teaching science, metacognitive awareness, and Stages of Concern (SOC) for teaching NOS. Implications for preservice science teacher education include attending to cultural values related to science as a separate, but not better, way of knowing.
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