Relationships of preservice early childhood teachers’ cultural values, ethical and cognitive developmental levels, and Views of Nature of Science

Abstract

This study explored relationships between preservice early childhood teachers’ views of nature of science (NOS), cognitive developmental levels, and their cultural values. Using the Views of Nature of Science Questionnaire (VNOS-B) and interviews, we assessed views of NOS. The Learning Context Questionnaire (LCQ) was used to determine the cognitive levels. Using the Schwartz Values Inventory, we determined cultural values. We analyzed the preservice teachers’ views of NOS by searching for patterns in responses to the VNOS-B by Perry position on the LCQ. We used SPSS to find significant correlations between cultural values and associated subscales’ cognitive levels. We found that though preservice teachers at all Perry positions held misconceptions about NOS, there were patterns of views by position; those at the position of dualism described their views in terms of one right truth, while those at the multiplicity position described their views in terms of analyzing evidence from many different interpretations.