Understanding the Nature of Science Through a Content Analysis of Dynamic Fluid: Voices of Pre-Service Physics Teachers

Abstract

Understanding the Nature of Science (NOS) is useful for pre-service, novice, and senior teachers. The specific purposes of this research were analysing the reasoning of NOS among Pre-service Physics Teachers’ (PSPTs) regarding the fact, concept, principle, hypothesize, law, and theory of dynamic fluid, and analysing these NOS variables based on gender, GPA, and score of Philosophy of Science course. This research utilised a mixed-method study, descriptive-interpretive approach with supporting by quantitative analysis of the NOS in relating to PSPTs voices on dynamic fluid. A content analysis was considered in helping the researcher to better comprehend the process of constructing meaning. The study involved of a written questionnaire and followed by a semi-structured interview. A number of thirty one (31) PSPTs in public university in Surabaya, Indonesia were invited to complete the questionnaire form and joined a semi-structured interview. The PSPTs’ voices were categorised into four levels: dissatisfied (naïve), intelligible, plausible, and fruitful that represents the levelling of reasoning. The findings indicated the distribution of PSPTs’ reasoning in dynamic fluid concept varied from the level of dissatisfied to fruitful. PSPTs female performed better in reasoning of NOS than male of dynamic fluid. Moreover, PSPTs whose GPA is better also performed better in reasoning of NOS. Finally, the score of course had also in line with the level of reasoning of NOS.