Advancing the perceptions of the nature of science (NOS): integrating teaching the NOS in a science content course

• Published in: Research in science & technological education Vol. 32; no. 3; pp. 298 - 317
• Main Author: Aflalo, Ester
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.09.2014; Taylor & Francis Ltd
• Subjects: Action Research; Cytology; Foreign Countries; Integrated curriculum; Intervention; Israel; Knowledge Base for Teaching; nature of science (NOS); NOS and scientific content; Perceptions; perceptions of the NOS; Preservice Teachers; Pretests Posttests; Questionnaires; Science education; Science Instruction; Scientific Attitudes; Scientific Literacy; Scientific Principles; Student teachers; Teaching Methods; Teaching Models; teaching the NOS; Israel
• DOI: 10.1080/02635143.2014.944492
• ISSN: 0263-5143

Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores the effects of another approach to teaching that combines teaching the NOS in a course of scientific content. 109 preservice teachers studied the course on 'Cell Biology' or the course, 'Introduction to Life Sciences', whose teaching model differs. In addition to the usual subject matter the courses included activities to understand some aspects of the NOS, reflective discussions, as well as historical descriptions of the scientific discoveries and developments pertaining to the course matter. The study has characteristics of action research The perceptions of the NOS amongst preservice teachers were examined prior to, and following, the course. The perceptions were examined through 35 closed questions and one open question. The findings show that following the course, some of the concepts of NOS changed. Naïve and conservative acuity developed into more current perceptions towards the NOS. Similarly, there was greater internalization of the meaning of the NOS and the significance of its teaching. The findings of this research discuss evidence of the importance of combining the teaching of the NOS in scientific courses in order to advance scientific literacy.