Abstract
The purpose of the study is to explore the factors that mediate preservice science teachers’(PSTs) understanding of nature of science (NOS). This study was conducted during the LaboratoryApplication in Science II course and totally 50 PSTs joined the study voluntarily. The laboratory coursewas designed under the inquiry-based instruction. The design of the study was qualitative and exploratoryin nature. During the semester, reflection papers were collected to understand PSTs’ experiences with theintervention every week. At the end of the semester, semi-structured interviews were conducted todetermine the impact of the inquiry-based laboratory instruction. All of the data were analyzed at the endof the semester and determined factors that mediate PSTs’ NOS understanding. Findings revealed thatthree main factors; discussions and presentations, using inquiry skills, and doing inquiry-based laboratoryactivities were determined as factors that lead to development of PSTs NOS understanding. Furthermore,intervention also developed PSTs perspectives about teaching NOS
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