Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
This study was designed for two purposes. The first purpose was to develop a general description of preservice secondary science teachers' views on the nature of science. The second purpose was to compare views held by preservice teachers beginning their first science methods courses to views held by preservice teachers at the end of their second methods course.
The participants of this study consisted of 11 preservice science teachers enrolled in two secondary science methods courses at the University of Northern Iowa. Kimball's Nature of Science Scale (NOSS) (1967-1968) was administered to all participants and selected participants were interviewed.
The number of responses to selected NOSS items were tabulated and triangulated with the qualitative interview data. Data analysis revealed varying definitions of science. However, the majority of the preservice teachers agreed that the main purpose of science is the pursuit of knowledge and understanding of the natural world. This purpose resembled their descriptions of the role of scientists, which was associated with scientific method. There was some confusion as to the definitions and the relationship of hypothesis, theory, and law. A comparison of views held by preservice teachers beginning their first science methods course and to those completing their second science methods course revealed some similarities and differences. Similarities were evident in their perceptions of role of scientists and scientific method, while there were contrasting views on the definitions of science, theory, and laws.
Year of Submission
2000
Degree Name
Master of Arts
Department
Science Education Program
First Advisor
Cherin Lee
Date Original
2000
Object Description
1 PDF file (v, 66 pages)
Copyright
©2000 Kathlyn K. Yang
Language
en
File Format
application/pdf
Recommended Citation
Yang, Kathlyn K., "A Study of Preservice Teachers’ Views on the Nature of Science" (2000). Graduate Research Papers. 4629.
https://scholarworks.uni.edu/grp/4629
Comments
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