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Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching.
This collective case study aims to explore in-service science teachers’ conceptions of NOS and the embeddedness of NOS in
their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the
NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on
three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom
observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data
were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers’
conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop,
to some extent, promoted science teachers’ understanding and reasoning about NOS. Second, science teachers’ conceptions of
NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught
NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications
of these findings are also discussed. 相似文献
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Khajomsak Buaraphan 《美中教育评论》2011,(2):137-148
Understanding of NOS （nature of science） appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers＇ conceptions of NOS. This study used the MOSQ （myths of science questionnaire） to explore 17 pre-service physics teachers＇ conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to： （1） the relationship between theory and law; （2） science as cumulative; （3） subjectivity in science; （4） the scientific method; and （5） the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers＇ understanding of NOS. 相似文献
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