The impact of nature of science activities on science teacher candidates’ views on the NOS and their self-efficacy beliefs about teaching the NOS

Abstract

This study aims to examine the effects of explicit-reflective nature of science (NOS) activities on science teacher candidates’ views on the nature of science and self-efficacy beliefs about teaching the nature of science, using a single-group pre-test-post-test experimental method. The research sample included 120 science teacher candidates studying at public universities in Turkey’s Marmara and Central Anatolia Regions during the second semester of the academic term 2017-2018. Data were collected using the “Views Questionnaire on the Nature of Science-VNOS-C” and “Self-Efficacy Scale for Nature of Science Knowledge and Instruction”. For data analysis we used statistically related samples t-Test, descriptive statistics using frequency (f)-percentage (%) and content analysis. Participants’ beliefs for teaching the nature of science positively changed after the applications (p .01). Also, views in all dimensions of the nature of science have increased at an “acceptable” level as well. According to the findings, nature of science activities enhanced students’ views about the nature of science and their self-efficacy beliefs about tutoring the nature of science.