Bhutanese Pre-Service Science Teachers’ Conceptions of the Nature of Science - A View from Cross-Sectional Study

Oct 15, 2026

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Science education and scientific literacy depend on teachers’ understanding of the Nature of Science (NOS), yet research shows many teachers hold naive or inadequate NOS conceptions. This cross-sectional study examines Bhutanese pre-service science teachers’ conceptions of the NOS. One hundred and seven pre-service science teachers from a Bhutan education college participated using convenient sampling and the Myths of Science Questionnaire (MOSQ) via online survey. Descriptive statistics supported written responses, and results indicate limited, not yet matured views across knowledge, methods, practices, and the scientific enterprise.

LanguageEnglish

CategoryResearch & Report

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Pages14

Reading Time35 min

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Introduction

Literature Review

The Nature of Science

Bhutanese Pre-Service Science Teachers’ Conceptions of the Nature of Science: A View from Cross-Sectional Study Sherab Jatsho Teacher, Department of Science, Yangchen Gatshel Middle Secondary School, Thimphu, Bhutan, [sherabjatsho@education.gov.bt](sherabjatsho@education.gov.bt) Karma Dorji Curriculum Developer, Royal Education Council, Paro, Bhutan, [karmadorji@rec.gov.bt](karmadorji@rec.gov.bt) Science education and scientific literacy has gained enormous attention in the global educational scenario. In many cases, however, the holistic intent of science education is largely affected due to the lack of adequate understanding of the Nature of Science (NOS) . This cross-sectional study was carried out to establish Bhutanese pre-service science teachers’ conceptions ofthe NOS. One hundred and seven pre-service science teachers from one of the education colleges in Bhutan took part in the study based on convenient sampling design. The Myths of Science Questionnaire (MOSQ) adapted from Bauraphan (2009) was administered through online survey mode. The descriptive statistics in terms of frequency supported by written responses were employed to analyse the data. Findings showed that the Bhutanese pre-service science teachers do not possess matured and informed view of the NOS in many areas of scientific knowledge, scientific methods, scientists’ practices, and scientific enterprise. Implications of the findings related to teacher preparation courses are discussed. Keywords: Bhutanese pre-service science teachers, the nature of science, cross-sectional study, descriptive analysis, science education INTRODUCTION From the marvels of technology to the usage of principles and philosophical assumptions in daily life, science has rooted deeply in every sphere of our life. Science and its knowledge have manifested in the form of social, economic, political, physical development of any country (Dorsah, 2020; Khishfe, 2012) . Hence, science education has evolved globally as a cornerstone of numerous developmental aspects. By and large, the overarching goal of science education is the production and promotion of scientifically literate individuals (Bybee & McCrae, 2011; McComas, 2017; Wangdi et al., 2019) to navigate successfully through our technological world (Akerson & Buzzelli, 2007) and solve real world problems. Widayoko et al. (2019) opined scientific literacy as one of the basic competencies of the 21st century. Although the term scientific literate is multifaceted and dynamic, Peterson et al.(2020) posit it as an ability of understanding and applying the scientific knowledge, methods, as well as the NOS while making decision on personal and societal issues. To create a scientific literate society, the concept and understanding of the NOS has received much attention for long time. Many science educationists and researchers believe the NOS as the perennial theme to understand the attributes, relatedness, and significance of science (Liu & Lederman, 2007; Peterson et al., 2020; Wangdi et al., 2019) . Therefore, it is important to have informed ideas about how scientists with their own set of values and assumptions perform their work to develop scientific knowledge (Dorsah, 2020) . Citation: Jatsho, S., & Dorji, K. (2022) . Bhutanese pre-service science teachers’ conceptions of the nature of science: a view from cross-sectional study. Anatolian Journal of Education, 7(1), 31-44. [https://doi.org/10.29333/aje.2022.713a](https://doi.org/10.29333/aje.2022.713a) Despite the consideration of the NOS as the integral part of scientific literacy, studies have shown naive and inadequate understanding of the NOS by teachers (Buaraphan, 2010; Dogan & Abd-ElKhalick, 2008; Lederman, 2007; Seung et al., 2009; Wangdi et al., 2019) . Teachers' instructional methods and their level of information on the NOS will affect students’ view of the NOS (Golabek & Amrane-Cooper, 2011 ; Lederman & Lederman, 2019a; Prachagool & Nuangchalerm, 20

FAQs

What is the main focus of the study?

The study examines Bhutanese pre-service science teachers’ conceptions of the Nature of Science (NOS).

How was the data collected?

One hundred and seven pre-service science teachers participated using convenient sampling, and the Myths of Science Questionnaire (MOSQ) was administered through an online survey.

What do the findings suggest about the teachers’ NOS views?

The Bhutanese pre-service science teachers do not possess a matured and informed view of the NOS in multiple areas, including scientific knowledge, methods, scientists’ practices, and the scientific enterprise.

Oct 15, 2026

Uploaded by Dipper