THE IMPACT OF NATURE OF SCIENCE ACTIVITIES ON SCIENCE TEACHER CANDIDATES’ VIEWS ON THE NOS AND THEIR SELF-EFFICACY BELIEFS ABOUT TEACHING THE NOS

Q: What does the study investigate about NOS activities?

It investigates the effects of explicit-reflective NOS activities on teacher candidates’ views of the nature of science and on their self-efficacy beliefs regarding teaching NOS.

Q: How was the research conducted?

Using a single-group pre-test/post-test experimental method with 120 science teacher candidates, collecting data via the VNOS-C views questionnaire and a self-efficacy scale for NOS knowledge and instruction.

Q: What were the main findings?

Participants’ beliefs about teaching the nature of science improved significantly after the activities (p<.01), and views across all NOS dimensions increased at an “acceptable” level.

Oct 15, 2026

Uploaded by Aditya

Examines how explicit-reflective nature of science (NOS) activities affect science teacher candidates’ views on the nature of science and their self-efficacy beliefs for teaching NOS. The study uses a single-group pre-test/post-test experimental design with 120 Turkish science teacher candidates. Data are collected with the Views Questionnaire on the Nature of Science (VNOS-C) and a NOS self-efficacy scale, analyzed via t-tests and content analysis. Findings show positive changes after the applications (p<.01).

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Nature of Science (NOS) and its dimensions

Importance of NOS assimilation in science education

NOS in the curriculum and teacher responsibility

THE IMPACT OF NATURE OF SCIENCE ACTIVITIES ON SCIENCE TEACHER CANDIDATES’VIEWS ON THE NOSAND THEIR SELF-EFFICACY BELIEFS ABOUT TEACHING THE NOS Ayşe SERT ÇIBIK, Betül TİMUR, Nagihan İMER ÇETİN 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. Key words: nature of science, self-efficacy, view, nature of science activities 1. Introduction Science contains imprecise information that is open to change, information gained from natural world observations, subjective theoretical perspectives, creative and imaginative human inferences, and social and cultural values (Lederman, Abd-El-Khalick, Bell & Schwartz, 2002) . According to this definition, the Nature of Science (NOS), like the science’s own description, is a notion that cannot be agreed upon since science is always changing and developing (Demirbaş & Balcı, 2013; Doğan, Çakıroğlu, Bilican & Çavuş, 2012) . For this reason, it would be appropriate to explain the NOS from a broad perspective which includes science and scientific knowledge. Demirbaş and Balcı (2013) describe the link between scientific knowledge ideas and NOS by including scientific knowledge into NOS. While scientific knowledge includes scientific theories and laws, NOS includes scientific publications and the work of scientists along with these studies. It also deals with how scientific knowledge is produced and under what conditions it is valid. NOS covers a wide range of topics, including the science philosophy, science history, science psychology and science sociology. McComas, Clough and Almazroa (1998) pointed out that NOS consists of components related to the philosophy, history, psychology, and sociology of science, and in this respect, it is a multidimensional concept with a broader and more specific definition. Based on this explanation, NOS involves a multiple approach with different dimensions like changes in scientific studies from past to present, society and culture directing and being affected by scientific activities, scientists using their imagination and creativity during their studies, and philosophical trends followed in the realization of scientific activities. Assimilating NOS in a broad framework is of great importance in terms of being scientifically literate. Namely, this concept includes knowing the characteristics of scientists with scientific knowledge, having an idea about scientific events in every field, being conscious of the dynamic interaction that exists between society and science (Driver, Leach, Millar & Scott, 1996) . Previously connected with scientific process skills, the nature of science is now more related with values, beliefs, and perspectives (Lederman & Zeidler, 1987) . While highlighting the changing structure of scientific knowledge, it requires more detailed research on the concepts (e.g., law, theory, observation, inference, scient

FAQs

What does the study investigate about NOS activities?

It investigates the effects of explicit-reflective NOS activities on teacher candidates’ views of the nature of science and on their self-efficacy beliefs regarding teaching NOS.

How was the research conducted?

Using a single-group pre-test/post-test experimental method with 120 science teacher candidates, collecting data via the VNOS-C views questionnaire and a self-efficacy scale for NOS knowledge and instruction.

What were the main findings?

Participants’ beliefs about teaching the nature of science improved significantly after the activities (p<.01), and views across all NOS dimensions increased at an “acceptable” level.

Oct 15, 2026

Uploaded by Aditya